불간섭주의와 교사협력 - 과학수업을 위한 두 초등교사의 교사협력 사례 연구 -

Abstract

The purpose of this study was to investigate the interaction of science PCK between two elementary school teachers by the teacher collaboration within the school. We chose the case that two teachers collaborated spontaneously in the 5th-grade science classes. Even though they had similar teaching experiences, one of them had the science PCK while the other did not. As a result of this study, two teachers began to collaborate to avoid comparisons of science classes between them. They shared the same teaching plan but practiced science teaching individually. During they taught science, they usually collaborated on the instructional sequences, students activities, and the content of assessments. They had an in-depth collaboration when the teacher who lacked the science PCK asked help to teach problem-centered learning by science inquiry. During the collaboration, their science PCK components, especially the knowledge of instructional strategies for teaching science, shared and it affected the teachers science practices who lacked the science PCK. However, they did not usually share the knowledge of teaching for their everyday science classes because two teachers had the perception of noninterference about their science classes. This case has the limitation that it is hard to generalize the results but teacher collaboration shows the possibility to develop the elementary school teachers science professionalism by having peers in the school who can help them in science classes.