師範大學(學部) 敎科敎育學의 發展課題

Abstract

The purpose of this study is to develop undergraduate program of secondary teaching with special emphasis on subject-matter pedagogic curricular. tI is a widely recognized assumption that a good teacher needs not only deep understanding of knowledge of the subject-matter he is supposed to teach but also diversified competencies in delivering the subject-matter to students. The reason why the development of undergraduate pedagogic subject-matter curricular is neglected can be accounted for by several factors. These include a) lack of identity as professionality of secondary school teaching. b) lack of research and practices of pedagogic subject-matter programs, and c) role conflicts between departments of college of education and corresponding disciplinary departments of liberal arts and sciences. From the discussions of this study it is recommended that undergraduate programs of secondary school teaching should consist of four domains; a) general education subjects, b) basic common pedagogic subjects, c) subject-matter pedagogic subjects, and d) major curricular subjects. "General education subjects" are the same as the other colleges of the University except that the course 'Introduction to Education" is required for all students of college of education. "Basic common pedagogic subjects" provide general courses of education through which the students are supposed to master basic concepts and theory of teaching as shown in Table 4. "Subject-matter pedagogic subjects" are intended to integrate knowledge of subject-matters and pedagogical theory and practices for effective secondary school tearching. In sum, development of innovative programs that attempt to reorganize and repackage traditional undergraduate curricular of secondary school teaching ultimately needs drastic change in attitude toward conceptions of subject-matter pedagogic subjects, improvement of institutional autonomy in developing and implementing new curriculum, and establishment and development of research organization of subject-matter pedagogy.