사회과 예비교사의 법영역 수업설계 과정에 나타난 내용교수지식(PCK) 분석 = Analysis of Pedagogical Content Knowledge in Law-Related Education Using Instructional Design Process of Social Studies Student-Teachers

다국어 초록 (Multilingual Abstract)

This study aims to observe and analyze social studies student-teachers' pedagogical content knowledge(PCK) in law-related education in their instructional design process and to find ways to support them in the teacher preparation program. For this purpose, the answers to the core questions of the CoRe(Content Representation) and lesson plans written by eight social studies student-teachers were analyzed. The analysis results showed that in ‘content knowledge of law-related education’ social studies student-teachers revealed their selection of law-related education content in line with the school curriculum and textbooks and their goals and beliefs in law-related education. However, they were unable to specify how to deal with concepts, their own law-related education goals and beliefs were not expressed in setting learning goals, and the burden of understanding specialized content knowledge and content-related knowledge of law-related education was observed as a difficulty in implementing classes. In ‘knowledge of the legal education classroom environment and students’, social studies student-teachers considered the relevance to life, set up scaffolding, reorganised learning materials, considered preconceptions and misconceptions, recognised the impact of legal and social issues on law- related education in order to solve students' difficulties with the selected law-related education content characteristics. However, the social studies student-teachers had little field experience, so they only made predictions about the classroom and students based on their own experiences as students. In 'knowledge of teaching and learning methods in law-related education' they considered the goals of law-related education and the characteristics of learning contents(concepts) when selecting teaching and learning methods, and experienced trial and error in elaborating them. However, specific teaching methods and evaluation methods were not presented and needed to be improved. Based on the analysis results, this study proposed support measures for the teacher preparation program.