중학교 사회과 교사의 수업 포트폴리오 활용 연구 = A Qualitative Study on the Middle School Social Studies Teacher`s Way of Utilizing a Teaching Portfolio

다국어 초록 (Multilingual Abstract)

This research has the objective to find theoretically a practical use of teaching portfolio as a plan to develop the teaching ability of a social studies teacher. So the researcher goes to see deeply the changing process how the teaching ability will be improved in actual lessons through the process that a social studies teacher utilize teaching portfolio. For this research problem, a research was carried out with a social studies teacher selected middle schools and the relevant data collection and analysis were divided largely into document analysis, participant observation and in-depth Interview in this research. The research was done according to this research method, and this researcher had observed and recorded on video tape the portions for 10~15 chapters per semester of C teacher`s social studies lessons for second graders of S middle school located in Guri city, KyungKiDo from the second semester of 2006 to the first semester of 2008, and the interviews with the teacher were often conducted whenever needed. The result of this research is following. First, focusing on the lesson accomplishment ability of C teacher, the factors and standards for lesson assessment and lesson analysis were itemized in total 38 with respect to the three parts of lesson formation, performance and strategy of lesson, promoting of studying atmosphere and environment, and they were utilized as the standards for analysis of social studies lesson after that. Second, as the analysis for the lessons during 2006 of C teacher, the problems such as an inefficient understanding for students, a lack of lesson efficiency and an excessive stress of examination were caused by the standardized and teacher-oriented lesson performance and the irregular lesson formation in the lessons carried out by C teacher of S middle school. Third, the four elements of social studies teaching portfolio developed to complement thess problems from the lessons were education objective, teaching, assessment and reflection, and he has consisted of personal philosophy and view on teaching-studying, teaching plan, checking list, lesson materials and their list, lesson note noting down often student`s action in lesson and lesson strategy, personal lesson analysis data, data of the interviews with students and reflection on teaching experience etc. and utilized in lessons hereafter. Forth, C teacher showed some changes in the process of conducting his lesson with respect to the lesson formation and lesson strategy after C teacher had utilized the teaching portfolio. C teacher reduced the standardized and teacher-oriented lesson performance, and increased discussion and presentation in the lessons to promote student`s participation, and made an endeavor to structuralize the teaching-studying activity with checking the teaching plan and the checking list often. Besides, some positive changes were gradually showed in the question raising and the studying atmosphere. In conclusion, teaching portfolio provided an opportunity to reflect his teaching abilities to a social studies teacher, and performed a role as a vehicle to promote a critical rationality. That is, the promotion of reflectional thoughts with utilizing the teaching portfolio increases the critical rationality as teacher`s understanding and view considerably affect its behavior, operating in the inside of lesson behavior. This research result shows the infinite possibilities of teaching portfolio as a plan to develop professional lessons as well as a method to evaluate teacher`s efficiency.

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