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The Critical Analysis of the Reflection in Action as a Method of Pre-service Teacher Education
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예비교사교육 방법으로서 '행위 중 반성'에 대한 비판적 고찰

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Type
Academic journal
Author
Sunmee Park (인하대학교)
Journal
Korean Social Studies Association Social Studies Education Vol.49 No.3 KCI Accredited Journals
Published
2010.9
Pages
39 - 52 (14page)

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The Critical Analysis of the Reflection in Action as a Method of Pre-service Teacher Education
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Abstract· Keywords

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This paper aims to investigate theoretically the relevance of the reflection in action as a method of acquiring practical knowledge to be used as a pre-service teacher education program. For this, the paper first introduces the meaning of reflection in action argued by Donald. A. Schon, analyzes Schon’s argument by using Wittgenstein’s notion of private language, explores feasibility of immediateness of thinking and acting, and evaluates the possibility of applying Schon’s concept of reflection in action into pre-service teacher education. As a result, the paper finds (1) the private emotions and sense such as feelings, sense, and nuance that we have during the process of reflection in action do not have language delivery function in terms of epistemology, so they are difficult to teach. (2) the feasibility of Schon’s concept of reflection in action is seriously limited due to its immediateness and situation context. (3) the actual college level program for pre-service teacher education based on the concept of reflection in action focuses on reflection on action not on reflection in action, and treats reflection as a sort of skill that we have to acquire. This is not because they fail to develop a sophisticated program for reflection in action, but because reflection in action itself has some fundamental limitations in terms of epistemology.
#행위 중 반성 #Wittgenstein의 사적 언어 #예비교사교육 #반성적 교수 #실천적 지식 #Reflection in Action #Private Language by Wittgenstein #Pre-service Teacher Education #Reflective Teaching #Practical Knowledge

Contents

요약
Ⅰ. 서론
Ⅱ. 실천적 지식 개발 방법으로서 행위 중 반성
Ⅲ. ‘행위 중 반성’ 능력의 교수 가능성
Ⅳ. ‘행위 중 반성’의 즉시성이 갖는 실천적 한계
Ⅴ. 반성적 교사 교육 프로그램에 내재된 ‘반성’의 의미
Ⅵ. 결론
참고문헌
Abstract

References (54)

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2. [학술지(정기간행물)] - 박미화 / 2007 / 과학 수업에 대한 반성적 사고의 개념적 정의와 유형: 예비 과학교사를 중심으로 / 한국과학교육학회지 27 (1) : 70 ~ 83 dbpia 3. [학술지(정기간행물)] - 박선미 / 2006 / 협력적 설계가로서 사회과교사 전문성 개발을 위한 패러다임 모색 / 사회과교육 45 (3) : 189 ~ 208 google schola 4. [학술지(정기간행물)] - 박은혜 / 1996 / 반성적 사고와 유아 교사교육 / 유아교육연구 16 (1) : 175 ~ 192 google schola 6. [학술지(정기간행물)] - 서경혜 / 2005 / 반성적 교사교육의 허(虛)와 실(實) / 한국교원교육연구 22 (3) : 307 ~ 332 google schola 7. [단행본] - 서근원 / 2003 / 수업을 왜 하지? / 우리 교육 google schola

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