본 연구는 국내 사회과교육에서 질적 연구의 시기별 변천 과정과 그 특성을 살펴보고자 한다. 이를 위해 1990년대부터 현재까지의 국내 사회과 학회지에 게재된 질적 논문을 대상으로 시기별 질적 연구의 유형과 특징, 연구 경향의 변화, 질적 연구의 사회과 적합성, 연구자 증가 현황 등을 살펴보았다. 사회과에서 질적 연구는 1990년대 중반부터 국내 학회지에 등장하였다. 1990년대 중반의 도입기에는 미시기술적 연구, 일상생활기술적 연구가 이루어졌다. 2000년대부터 질적 연구 유형이 다양화되고 연구자가 늘어나기 시작했다. 이때부터 사례연구가 가장 많이 수행되었으며, 실행연구, 내러티브 탐구, 근거이론 등이 이루어졌다. 이후 2010년대는 이런 연구 경향이 나타나면서 점차 질적 연구들이 증가하는 발전기를 맞이했다. 2020년대에도 이러한 흐름이 이어지고 있다. 그리하여 사회과교육에서 질적 연구와의 적합성으로 다양한 질적 연구 방법을 적용하여 사회과 교실 수업과 수업 방법, 교사와 학생의 경험 등 사회과의 교실 수업 현장을 심층적으로 이해하고자 하는 노력이 지속적으로 증가하고 있었다. 또한 학교 현장 관련 연구자들이 증가하며 교사로서 실천적 지식을 생성하며 성찰적 이론가의 역할을 수행하는 경향도 늘어났다.
The purpose of this study is to examine the transitional process and characteristics of qualitative research in the domestic Social Studies Education journals by period. For this purpose, the types and characteristics of qualitative research, changes in research trends by period, and the suitability of qualitative research in Social Studies, qualitative researchers in Social Studies were examined from the 1990s to the present. Qualitative research in Social Studies has appeared in domestic academic journals since the mid-1990s. In the introduction period of the mid-1990s, micro-ethnographic research and ethnomethodology were conducted. Since the 2000s, qualitative research types have been diversified and the number of researchers has increased. Since then, case studies have been carried out the most, followed by action research, narrative inquiry, and grounded theory. Then, the 2010s marked a development in which qualitative research gradually increased. This trend continues into the 2020s. Therefore, the efforts to in-depth understanding of Social Studies classroom environment such as Social Studies classroom instruction and teaching methods, teacher and student experiences, etc. by applying various qualitative research methods in Social Studies Education have been continuously increasing. In addition, as the number of researchers related to the school field increases, the tendency to generate practical knowledge as a teacher and to play the role of a reflective theorist has also increased.
The purpose of this study is to examine the transitional process and characteristics of qualitative research in the domestic Social Studies Education journals by period. For this purpose, the types and characteristics of qualitative research, changes in research trends by period, and the suitability of qualitative research in Social Studies, qualitative researchers in Social Studies were examined from the 1990s to the present. Qualitative research in Social Studies has appeared in domestic academic journals since the mid-1990s. In the introduction period of the mid-1990s, micro-ethnographic research and ethnomethodology were conducted. Since the 2000s, qualitative research types have been diversified and the number of researchers has increased. Since then, case studies have been carried out the most, followed by action research, narrative inquiry, and grounded theory. Then, the 2010s marked a development in which qualitative research gradually increased. This trend continues into the 2020s. Therefore, the efforts to in-depth understanding of Social Studies classroom environment such as Social Studies classroom instruction and teaching methods, teacher and student experiences, etc. by applying various qualitative research methods in Social Studies Education have been continuously increasing. In addition, as the number of researchers related to the school field increases, the tendency to generate practical knowledge as a teacher and to play the role of a reflective theorist has also increased.
