이 연구는 중등물리교사 양성기간을 예비교사과정과 초임교사의 자격연수과정까지로 보고 그 과정에서 중등 물리교사에게 PCK를 개발할 기회가 얼마나 제공되고 PCK가 교수 실천에서 얼마나 드러나는가를 알아보았다. 이를 위해 사범대학 물리교육 전공과정과 1급 정교사 자격연수 과정을 PCK 관련 영역의 비율과 PCK 구성요소로 분석하였다. 그리고 이 과정을 모두 이수한 교사를 대상으로 물리 교사양성과정에서 다루는 PCK 영역의 적정한 비율과 구성요소에 관한 설문과 면담을 실시하였고, 물리 교수실천에서 나타난 PCK를 분석하였다. 연구결과 중등물리교사 양성과정에서 PCK 비중은 교사가 적정 수준으로 간주하는 정도임이 드러났다. 그러나 PCK 과정에서 PCK 요소는 균형 있게 다루어지지 않음이 발견되었다. 물리 교과에 관한 지식, 물리 교수방법에 관한 지식은 강조된 반면, 물리 교수 지향, 물리 학습평가 및 학습맥락에 관한 지식은 거의 다루어지지 않았다. 이러한 점은 교수 실천에서 교사가 겪는 어려움으로 드러났다. 이 연구 결과에 기초하여 균형 있는 PCK 개발을 위한 중등물리교사 양성과정 전략 및 개선점을 제시하였다.
The purpose of this study was to examine the pedagogical content knowledge (PCK) in physics involved in two-step physics teacher preparation: undergraduate teacher preparation and professional development programs for teacher license advancement. For analysis, PCK was divided into eight areas, and the relative emphasis on each area during each step of initial teacher preparation programs was examined. Also, a sample of teachers, selected by the purposive sampling, were surveyed, of which three were interviewed about their perceptions of the relative emphasis on each area of PCK and their preferred emphasis. To examine the degree and ways teachers enacted their PCK, four teachers’ classroom teaching were observed over a series of lessons. The results showed that the teachers surveyed and interviewed in this study were satisfied with the degree of emphasis on PCK that they experienced during their licensure programs. However, there was an unbalanced emphases on different areas of PCK. Knowledge about physics and physics teaching methods were emphasized whereas knowledge of assessment, teaching orientation, and learning context were overlooked. This unbalanced emphasis was found to affect teaching practices in the classroom. Based on the findings of this study, a number of strategies for addressing overlooked areas of PCK and ways to improve the current physics teacher preparation programs.
The purpose of this study was to examine the pedagogical content knowledge (PCK) in physics involved in two-step physics teacher preparation: undergraduate teacher preparation and professional development programs for teacher license advancement. For analysis, PCK was divided into eight areas, and the relative emphasis on each area during each step of initial teacher preparation programs was examined. Also, a sample of teachers, selected by the purposive sampling, were surveyed, of which three were interviewed about their perceptions of the relative emphasis on each area of PCK and their preferred emphasis. To examine the degree and ways teachers enacted their PCK, four teachers’ classroom teaching were observed over a series of lessons. The results showed that the teachers surveyed and interviewed in this study were satisfied with the degree of emphasis on PCK that they experienced during their licensure programs. However, there was an unbalanced emphases on different areas of PCK. Knowledge about physics and physics teaching methods were emphasized whereas knowledge of assessment, teaching orientation, and learning context were overlooked. This unbalanced emphasis was found to affect teaching practices in the classroom. Based on the findings of this study, a number of strategies for addressing overlooked areas of PCK and ways to improve the current physics teacher preparation programs.
