敎科敎育學의 性格과 課題

Abstract

Teacher education programs mostly consist of a system of knowledge on teaching subject- matters, on the one hand, and a series of educational principles, on the other hand. When we assume that there may bepossibly developed an area of educational study as a link between subject-matter and educational practice, the major universe of theoretical discourse has been preoccupied by ideas of teaching methods. Such a preoccupation may not be irrelevant for both the construction of educational theories on subject-matter teaching and the programing of teacher training activities. But I think justifiably to develop a more inclusive system of educational studies on subject-matters for such a comprehension that they could be understood not only within its own substantial system of knowledge but also in related perspectives. For a comprehensive understanding of a given subject-matter as an educational inquiry, there may be a variety of intellectual activities, namely, philosophical and historical analyses and explications, and reviews in perspectives from social sciences and other related studies. Teaching profession cannot be simply identified to be a technical job which is a routine practice of rules of action. It is rather a judgemental activity in setting-up of educational goals, organization of content, and determination of methods, by virtue of and on the basis of theoretically comprehensive ideas and practically balanced experience of education.