ScholarWorks@숙명여자대학교

초록

Objectives In this study, I will analyze how social studies pre-service teachers come to evaluate themselves as subject teachers through their experience teaching subjects during school field training. and analyze the percep tions and judgments social studies pre-service teachers come to make about the actual society and classes through the teachers and students they encounter in their subject classes. Methods For this reason, we conducted focus group interviews (FGI) with 16 social studies students affiliated with graduate schools of education, and pre-service teachers who were taking non-instructional field. Results As a result of the analysis, the pre-service teachers realized that they lacked subject knowledge and be gan to question their professionalism as teachers. and While taking an integrated social studies class, the pre-service teachers was faced with a reality that contradicted the theoretical discussions they had learned at uni versity, and they felt panicked and confused. On the other hand, In the social studies elective class, pre-service teachers sometimes experienced difficulties as students who had come to the class for different purposes re acted negatively to the class due to the atmosphere they were living in. Conclusions It is necessary to supplement the pre-service teacher education curriculum so that teachers can ac quire expertise in content knowledge in accordance with the characteristics of the social studies content area. and Ahead of the application of the high school credit system, it is necessary to make systematic and practical efforts to achieve teaching practices that are consistent with the purpose of the curriculum for both integrated social studies and elective subjects.

키워드