본고는 교육 이론과 교육현장 실제의 거리를 메워 줄 징검다리라는 측면에서 교사의 실천적 지식이 중요하다고 보았고, 최근 ‘2015 개정 국어과 교육과정’의 ‘한 학기 한 권 읽기’ 강조에 따라 고등학교 교사의 독서수업에 관한 실천적 지식에 주목하였다. 본 연구는 독서교육을 위한 국어교사 모임을 오랫동안 하고 있는 A교사의 독서수업 전사자료, 면담 및 질문지를 바탕으로, 엘바즈의 논의에 기초하여 실천적 지식의 구조를 분석하였다. 그 결과 15개의 실천의 규칙, 16개의 실천적 원리, 9개의 이미지를 추출하였다. A교사의 실천적 지식은 독서교육에 관한 이론적 논의와 연결되는 점들이 있고, 독서교육에 대한 A교사의 경험적, 개인적 원인 의 영향을 받은 것으로 나타났다. 한편, A교사의 독서수업은 독서와 구어활동 및 글쓰기가 종합되는 성격을 띠는바, 수업의 목표를 정련하고 학생들이 하는 글쓰기의 불분명한 정체성을 극복하거나 현행 글쓰기 교육과정과의 연계 방안, 모둠 책 대화하기를 보다 효과적이고 체계적으로 할 방안이 모색될 필요성이 제기되었다.
This study focuses on the teacher’s practical knowledge in so far as it would act as a bridge between the theory and the practice of teaching. It especially focuses on the high school teacher’s book discussion lesson which was discussed widely as a result of the ‘Reading One Book in A semester’ policy in the ‘2015 Revised National Curriculum’. This study analysed the structure of practical knowledge according to Elbaz(1981, 2019)’s framework based on the teaching materials, questionnaire, interview and recording of a teacher’s book discussion lessons. This teacher has been leading a reading teachers’ community which has a state-wide network over the last 15 years. The result of the analysis ends up with 15 rules of practice, 16 practical principles, and 9 images. The practical knowledge of this teacher is oriented to the theory of reading education, to his experiences as well as to his personal philosophy of education. This study pointed out that since his lessons cover the mixture of reading books, talking over books, and writing about what was talked, each lesson’s objectives needs to be more elaborated, and that the genre students write has to be more explicitly taught or a new writing genre introduced from the National Curriculum and that it requires to explore better ways of organizing book discussion with teacher in classroom.
This study focuses on the teacher’s practical knowledge in so far as it would act as a bridge between the theory and the practice of teaching. It especially focuses on the high school teacher’s book discussion lesson which was discussed widely as a result of the ‘Reading One Book in A semester’ policy in the ‘2015 Revised National Curriculum’. This study analysed the structure of practical knowledge according to Elbaz(1981, 2019)’s framework based on the teaching materials, questionnaire, interview and recording of a teacher’s book discussion lessons. This teacher has been leading a reading teachers’ community which has a state-wide network over the last 15 years. The result of the analysis ends up with 15 rules of practice, 16 practical principles, and 9 images. The practical knowledge of this teacher is oriented to the theory of reading education, to his experiences as well as to his personal philosophy of education. This study pointed out that since his lessons cover the mixture of reading books, talking over books, and writing about what was talked, each lesson’s objectives needs to be more elaborated, and that the genre students write has to be more explicitly taught or a new writing genre introduced from the National Curriculum and that it requires to explore better ways of organizing book discussion with teacher in classroom.
