활동·사료·탐구 중심 역사 수업을 견인하는 교사 요인 탐색

Abstract

The innovation in teaching and learning history has been a long sought goal. With recent educational policies emphasizing learner-centered learning combined with efforts from outstanding master teachers, we have been witnessing several noticeable reforms in classroom history instruction over the past decade. However, it is hard to assume that these innovations are widespread. In bringing transfomations to history classrooms, more studies focus on teacher factors nowadays. With a goal to investigate how these teacher factors relate to lesson transformations, this study interviewed 24 middle school history teachers on their ideas about three teacher factors known to have effects on lesson planing and enactment: teaching experiences, teacher’s perspective on history as a discipline, and teacher’s perspective on history as subject matter. The study found that middle school history teachers recognized that teaching experience was closely linked to the increase in teachers’ knowledge on students as learners of history. This knowledge aspect asssociated with teaching experience could help foster more effective history teachers in pre-service teacher preparation period. The study also found that teachers often thought that history as a discipline and history as subject matter had more differences than commonalities; further they anticipated that history as subject matter needs more distance from the discipline. Teachers’ perspectives towards subject matter affect lesson planning and enactment; therefore, further studies are called for the analysis how these perspectives originated and how these can enhance history instruction.