교육대학 학생의 실과교육과정 개발 프로젝트 학습 경험 분석

Abstract

Focusing on students, this study explored the experiences and meanings of practical arts education curriculum development with project learning. For this purpose, a literature analysis and interview methods were employed. The literature analysis was conducted based on the results of a team project in the practical arts education course among second-year students at A-University of Education. The participants included seven students of the practical arts education course, all of whom were interviewed. Their results were then qualitatively analyzed. The main findings were as follows.
 First, the development of the practical arts subject curriculum by University of Education students was meaningful in that it provided fresh ideas about the content structure and framework of the practical arts subject curriculum at the college level. However, the practical arts education curriculum development was not sufficiently deep. Second, students of the College of Education recognized that the systematic flow of the overall team project was important. In addition, there were requests to expand the degree of student choice and autonomy, introduce a fair individual evaluation system, and strengthen factors for vitalizing team projects. Third, through this course, students of the University of Education improved their understanding of the practical arts education curriculum, increased their ability to apply the curriculum development model, and gained more positive attitudes toward the curriculum as teachers.
 Based on these results, suggestions are offered for the practical arts education curriculum. Follow-up research is also recommended among students at the College of Education.