Earticle

This study examined the beginning translation competence of language learners as to what sub-competencies or elements of their competence contribute to improving their translations. To do this, English into Korean translation was made by 27 senior English-major college students, who were divided into three groups (X-group, BK-group, and Vocab-group), and their translations were evaluated holistically in terms of meaning and form and translation errors were analyzed also. Vocab-group was provided with a word list from the English text with the Korean meanings. BK-group was given a Korean parallel text which dealt with the subject of the target text. X-group translated with no such word list and Korean text. Self-ratings were also conducted questioning their ‘interest in translation/interpretation’, ‘general current affairs knowledge’, ‘knowledge of the text subject’, and ‘knowledge of the text vocabulary’. It turned out that Vocab-group excelled BK-group and X-group in their translation, whereas BK-group and X-group showed little differences. The self-ratings exhibited similar results: Vocab-group evaluated themselves especially highly on the vocabulary knowledge and BK-group rather low on the subject knowledge. It was also found that their ratings of the vocabulary knowledge correlated with their translation systematically and positively and this wasn't the case with the subject knowledge. The findings here show that knowledge of the text vocabulary, not knowledge of the text subject, is a major element which helps producing higher-quality translation. and this is so at least for novice translators.

PCK(Pedagogical Content Knowledge), which is based on teachers' practical knowledge, contributes to solving the gap between the theory and actual practice of teachers as the practical knowledge of the subject matter applied to classrooms. The results of English PCK study based on teachers' teaching experience can be reapplied to the field of education and improved on revision and complementary process. For improvement and development of English PCK study, it is necessary to analyze how the existing English PCK studies in Korea are researched. Accordingly, this study analyzes the contents of English PCK study in Korea to identify the research trends and draw the direction of future research. Therefore, this study analyzes the research trends of PCK in the subject matter of English in Korea from 2007 to 2020 across 4 masters/doctoral theses and 8 articles from journals, thereby providing the future direction of English PCK studies. The purpose of this study is to suggest the direction of future English PCK studies by analyzing the results of existing English PCK study in Korea. The direction of English PCK studies is expected to contribute to the establishment of EFL English PCK through the qualitative and quantitative activation of English PCK study.

Purpose: HPV vaccination is important for the prevention of cervical cancer and genital warts and it is recommended that females be vaccinated against HPV before having sexual contact. Although the national HPV immunization has recently started in Korea, the vaccination rate is still not high. This is a relevant study attempting to investigate the factors affecting the vaccination status of female adolescents in the target age groups focusing on mothers' knowledge and health beliefs of HPV vaccines. Methods: Participants were 206 mothers who had daughters at the target age for the national HPV vaccination program living in a metropolitan city. Data were collected using a self-reported questionnaire about HPV knowledge and health beliefs of HPV vaccines, consisting of perceived susceptibility seriousness, benefits, barriers, and cues to action. Results: The participants’ knowledge of HPV was significantly correlated with the overall health beliefs. The factors influencing mothers regarding the HPV vaccination status of their adolescent daughters were found to be perceived barriers, advice on vaccination from medical staff, and perceived benefits. Conclusion: There is a need to organize subject-specific education programs focusing on correcting misinformation about the side effects and benefits of HPV vaccines. When operating education programs, it is recommended that participants include both students and their parents, that various approaches be implemented such as formal health classes, home correspondence and online education, and that medical personnel be also involved as education providers.

도덕과의 목적은 우선 도덕적인 사고능력, 즉 사태에 대한 도덕적인 인지능력과 판단 능력을 키우고, 이러한 도덕적인 숙고를 통해 내린 결정에 따라 행위할 수 있는 능력을 길러주는 것이다. 도덕적인 판단능력, 윤리학적인 담론능력 그리고 현실적인 삶에서의 실천능력이 도덕과를 통해 길러질 수 있는 중요한 목표가 되어야 한다. 따라서 도덕과의 내용 체계 역시 이러한 근거를 바탕으로 구성되어야 한다. 교과가 생긴 이래 늘 겪어오는 도덕과의 외적인 위기 속에서 이제는 교과외적인 영역의 문제만 거론하는 한계가 분명히 드러나고 있으며, 이제는 교과 내에서의 변화가 절실히 요청된다고 필자는 생각한다. 그러기 위해서는 우선, 학문지식을 체계화하고, 이를 바탕으로 교과지식과 학문지식간의 관계 속에서 개인적 요구와 국가 사회적 요구를 반영하여 교과지식의 체계를 구성하는 것이 바람직하다. 그러기 위해서는 기존의 교과지식체계로부터 자유로워야 하며, 도덕과의 정체성과 특성에 기초하여 도덕과의 정당성을 입증할 수 있도록 교과지식의 체계를 백지상태에서 재구성해볼 필요가 있다. 둘째, 실천윤리 분야의 보강 및 내용의 구조화이다. 물론 현재 교육과정의 여러 단원에서 실천윤리의 여러 영역들이 제시되고 있지만, 직접적으로 실천윤리에 대한 내용이 보다 체계적으로, 계열성을 살리면서 교육과정에 제시되어야 할 것이다. 생태, 생명, 정보윤리 분야 외에도 다양한 실천윤리 영역의 핵심개념들을 선정하여 계열화하면서 구체적인 사례 중심으로 교육과정과 교과서가 구성되어야 할 것이다. 실천윤리의 분야에 대한 다양한 사실정보와 사례 중심의 문제들에 대한 도덕 판단의 문제들이 구조화되어야 하고, 교과서에 관련 내용을 모두 실을 수는 없다하더라도 내용 선정에서 핵심적인 부분들이 앞으로 지속적으로 보완되어야 할 것으로 판단된다. 끝으로, 앞으로의 도덕과에서는 내용의 다변화를 시도해야 한다. 예컨대 문화철학과 문화윤리, 과학 및 기술윤리, 기후변화윤리 등 새롭게 등장하는 다양한 윤리적 담론들을 제시해야 한다. 문화윤리적인 내용으로도 음식윤리나 주거윤리 같은 분야들의 새로운 담론들이 도덕과에서도 이제는 다룰 수 있어야 하며, 다뤄야 한다. 이를 통해 도덕교과서의 내용이 풍부해지는 것이 도덕 교과의 미래를 위해서 바람직한 일이라고 판단된다.

Moral education aims, at first, to develop the ability of moral thinking, that is, the ability of moral recognition and judgement, and secondly the ability of putting decisions from moral reflections into the practice. The structure of contents of moral education corresponds to these three aims. At first, it is very important that we should change the structure and materials of moral education. For this task, we must systematize the discipline-knowledge, and then subject-knowledge on the basis of relations between discipline-knowledge and subject-knowledge and between individual needs and social needs. Secondly, we should supplements the contents of practical ethics and systematize these contents. Apart from ecological ethics, bioethics and cyberethics. we can introduce the many new fields of practical ethics, for example, cultural ethics, the ethics of climate change, meal ethics, animal ethics, plants ethics, into the area of moral education.

인류 문명의 역사에서‘전통적 지식인’(traditional intellectuals)은 지식의 교육과 확산, 그리고 계승에서 핵심적인 역할을 감당했다. 그러나 4차산업혁명 시대가 도래하자 디지털 혁명에 의한 네트워크 시대가 시작되었다. 인터넷을 기반으로 한 네트워크 사회는 보편적인 지식체 계의 개념을 완전히 변화시켰고 그에 따라 새로운 지식 주체가 등장하 였다.‘ 네트워크지식인’(network intellectuals)의시대가열린것이다. 본 논문의 출발점은 4차산업혁명 시대에 기독교 교사는 네트워크 지식인에게“어떤 방식으로 지식을 전달할 것인가?”라는 질문에서 시 작된다. 연구자는 이 질문에 대한 한 가지 대안으로 교회교육 현장에서 기독교 교사에게 필요한 것은‘지식 전달자’가 아닌‘지식 공감자’ 임을 제안한다. 기독교교육의 목적은 신앙교육이다. 따라서 본 논문에 서는 기독교 교사에게 필요한 공감은 하나님의 파토스에 근거한 것임 을 제안한다. 본 논문의 목적은 4차산업혁명 시대의 디지털 네트워크 시대에서 신 앙교육과 삶이 분리되지 않는 기독교 교사의 통합적인 관점에 있다. 기독교 교사에게 필요한 것은 네트워크 지식인과의 평등하고 공평한 관계에서의 공감 형성이며, 현실 세계뿐만 아니라 가상세계에서도 적용 할 수 있는 기독교교육의 공감을 공유하는 것이다.

In the history of human civilization, ‘traditional intellectuals’ played a key role in the education, diffusion, and inheritance of knowledge. However, with the advent of the 4th industrial revolution era, the network era by the digital revolution has begun. The network society based on the Internet completely changed the concept of a universal knowledge system, and a new knowledge subject appeared accordingly. The era of ‘network intellectuals’ has begun. The starting point of this thesis begins with the question, “How will knowledge be delivered to network intellectuals?” by Christian teachers in the era of the 4th industrial revolution. As an alternative to this question, the researcher suggests that what a Christian teacher needs in the field of church education is not a ‘knowledge bearer’ but a ‘knowledge sympathizer’. The purpose of Christian education is religious education. Therefore, this paper suggests that the empathy needed for Christian teachers is based on God’s pathos. The purpose of this thesis is to provide an integrated view of Christian teachers who do not separate religious education and life in the digital network age of the 4th industrial revolution era. What a Christian teacher needs is to form empathy in an equal and equitable relationship with network intellectuals, and to share the empathy of Christian education that can be applied not only in the real world but also in the virtual world.

푸코의 철학적 작업은 낯설고 새롭고 신선하다. 푸코가 제기한 문제는 ‘인간이란 무엇인가?’라는 기본적이고 상식적이고 보편적인 문제를, 서구에서 근대적 주체가 어떻게 만들어졌는가?라는 문제로 바꾸어서 설명하고 있다. 이 논문은 권력과 지식의 작용을 조건으로 삼았을 때, 서구 근대주체가 어떻게 만들어져 왔는가를 살펴보는 데 그 주안점을 두고 있다. 푸코는 서구의 주체가 보편적으로 존재하는 것이 아니라, 특정한 방식으로 역사적으로 만들어 지고 있는 것으로 보았다. 그 특정한 방식이 바로 무의식적 구조의 에피스테메를 통한 지배층의 담론형성이라는 것이다. 푸코가 말하는 ‘근대적 주체’라는 개념은 칸트가 말하는 선험적인 것이 아니라, 역사적으로 만들어진 것이라고 주장한다. 푸코는 근대주체개념으로 설명되는 선험적인 것과 경험적인 것, 주체와 객체의 이분법적인 사고에서 벗어나 인간을 주체화하는 여러 가지 방식에 주목한다. 다시 말하자면 우선 그는 특정한 담론안에서 주체의 자리가 정의 되는 방식을 그리고 그 담론이 개인들로 하여금 말할 수 있는 것과 말할 수 없는 것을 정의해주는 방식을 살펴본다. 그에 따라 특정한 방식으로 사고하도록 제약하는 규칙을 분석한다. 나아가 그는 특정한 형태로 사람들을 길들이고 특정한 방식으로 행동하게끔 만드는 권력의 행사를 분석한다. 그 결과 개개인의 사람들이 어떻게 ‘주체’로 만들어지는가를 연구한다. 따라서 그가 분석하려는 것은 바로 인간주체가 고정되고 불변적인 것이 아니라 지식과 권력에 의하여 여러가지 형태로 변화되어 존재해 왔다는 것을 고고학과 계보학을 통하여 밝히고 있다. 끝으로 푸코의 권력이론은 타자를 통하여 서구이성의 역사가 인간주체를 어떻게 만들어내었는가를 밝혀낸 점은 주목할 만하다. 그러나 푸코는 권력을 인간 개개인에 가해지는 미시적 문제만 다루었지, 거시적이고 사회전체적인 측면을 다루지 못했다는 점이 푸코권력이론의 한계이기도 하다.

This study aimed at exploring the history of power and subject at foucault's thought. As a philosophical historian and an observer of human relations, foucault' work focused on the dominant genealogical and archaeological knowledge systems and practices, tracking them through different historical eras, including the social contexts that were in place that permitted change - the nature of power in society. He wrote that power “reaches into the very grain of individuals, touches their bodies and inserts itself into their actions and attitudes, their discourses, learning processes and everyday lives.” Along with other social theorists, Foucault believed that knowledge is always a form of power, but he took it a step further and told us that knowledge can be gained from power, producing it, not preventing it. Through observation, new knowledge is produced. In his view, knowledge is forever connected to power, and often wrote them in this way: power/knowledge. Foucault's theory states that knowledge is always a form of power: Knowledge linked to power, not only assumes the authority of 'the truth' but has the power to make itself true. All knowledge, once applied in the real world, has effects, and in that sense at least, 'becomes true.' Knowledge, once used to regulate the conduct of others, entails constraint, regulation and the disciplining of practice. In foucault's judgment, The subject of west history was to be only a voice of the same which exclude the others. Foucault said that the same and the others didnt be determinated firstly, formated historically by the action of power. Foucault's work was to be lighted up the others hidden by the same. So, foucault's study method aimed to focus archeology and genealogy.

이글은 도덕교과와 관련된 지식을 도덕교과 배경학문 지식, 도덕교과 지식, 도덕교과 학교교육 지식으로 나누어 체계화 하고 도덕교과 지식 중 하나인 도덕교과 교육지식의 구조와 내용에 대한 고찰을 목표로 하고 있다. 도덕교과 지식은 도덕교과 내용지식과 도덕교과 교육지식으로 나누어지는데, 이 중 도덕교과 교육지식은 도덕교과의 정체성을 확립하고 도덕교과의 내용지식을 선정하고 조직하는 역할을 한다. 도덕교과 교육지식의 구조는 도덕교육의 본질에 대한 지식을 기초로 하여 도덕교육의 교육과정에 대한 지식, 도덕교사에 대한 지식, 도덕교육의 대상인 학생 및 교육맥락에 대한 지식이 서로 연결된 형태로 되어있다. 도덕교과 교육지식의 내용은 도덕교육 및 도덕교과가 성립되기 위한 핵심지식과 그러한 핵심지식이 적용될 때 필요한 적용지식으로 크게 나누어 제시될 수 있다. 도덕교과 교육지식의 발전방향은 구조와 내용면에서 제시될 수 있는데 먼저, 그 구조에 있어서는 도덕교과 내용지식과 도덕교과 교육지식이 상호 연관관계가 밝혀져 체계화 되어야 한다는 점, 그리고 그 내용에 있어서는 일반적 도덕교육의 이론들에 대한 깊이 있는 연구들을 토대로 도덕교과의 성격과 목표를 명확화, 다양화하기 위한 연구들이 활성화되어야 한다는 점이 가장 먼저 제안될 수 있다.

The related knowledge of 'moral' subject education includes background academic knowledge of moral subject, knowledge of moral subject, and school knowledge of moral subject. And knowledge of moral subject is divided into two lower knowledge: educational knowledge of moral subject and content knowledge of moral subject. This article is focused on the educational knowledge of moral subject, thus is interested in inquiring the structure and content of it. The educational knowledge of moral subject has its role in establishing the identity of moral subject education and providing the standard to select and organize the educational contents of moral subject. On the structure of the educational knowledge of moral subject, there are four sub-knowledge such as the knowledge of moral education nature, the knowledge of moral curriculum, the knowledge of moral teacher, and the knowledge of students. On the contents of the educational knowledge of moral subject can be suggested by two criteria: the fundamental knowledge and the applied knowledge.

It is very important to use information and knowledge practically for person living in the knowledge-information-based society. The information education in practical arts subject is appropriate area for teaching useful usage method of knowledge and information to solve the personal life problem. Though the information education in practical arts subject is in skeptical position now, but it has considerable stature yet. Therefore, it is time to need some discussion to make progress into better direction and to solve the several problems about the information education in practical arts subject. These discussion will have to be unfolded into direction can be harmonized between function and philosophy corresponding the properties of practical arts subject. As Silhagsasang is related to practical arts subject organically, it will give some suggestions to direction of information education in practical arts subject. In this study, we discussed the direction of information education in practical arts subject in the knowledge-information-based society. First, we examined the knowledge-information-based society conceptually, and viewed various problems accompanied by the knowledge-information-based society. Then, we wanted to follow up how Silhagsasang means to the knowledge- information-based society by searching the backgrounds of entrance, concepts, and properties, and so on of it. In addition, we examined the value and direction of practical arts education grounded by Silhagsasang, and discussed the direction of information education in practical arts subject based on the meanings of Silhagsasang in the knowledge-information-based society.

이 연구는 한 초등 경력 교사가 대학원에서 교육과정 재구성에 대하여 학습하고 이를 교실 현장에 적용하는 과정에서 교과 통합적 내용교수지식(PCKi)이 어떻게 형성되고 발달하는지에 대하여 내러티브 탐구를 수행하였다. 첫째, L교사가 대학원에 진학하기 전에 지녔던 내용교수지식을 탐구하였다. 둘째, L교사가 대학원에서 교육과정의 재구성에 관한 강좌를 수강하고 경험한 내용교수지식의 형성을 탐구하였다. 셋째, L교사가 교실 현장에서 교육과정과 수업을 운영하면서 경험한 내용교수지식의 발달을 탐구하였다. 그 결과 첫째, L교사는 대학원 진학 이전 분과적 내용교수지식을 지니고 있었다. 둘째, L교사는 대학원에서 교육과정 재구성에 관한 기초와 원리와 방식을 이해하게 되었다. 셋째, 자신이 담당하는 학년 교육과정을 교과 통합적으로 재구성하고 실행하면서 이것이 학생들에게 더 유익하다는 것, 동학년 교사와의 협력이 중요하다는 것, 중복된 내용의 통합 후 시수를 감축할 수 있다는 것을 알게 되었다. 넷째, 수업 과정 중에 즉흥적으로 교과 간 내용을 통합하여 지도하고, 학생이 두 교과의 교과서를 동시에 활용하게 할 수 있다는 것을 알게 되었다. 결론에서 이러한 L교사의 교과 통합적 내용교수지식의 형성, 발달 경험이 교사의 교육과정 및 수업 전문성 신장에 주는 시사점을 논의하였다.

The purpose of this study was to conduct a narrative inquiry into how a Korean experienced elementary teacher acquired and developed new pedagogical content knowledge of integrating different subject matters (PCKi). During the inquiry, the researcher and the participant went through a process of collaboration involving mutual storytelling and restorying. The study investigated what pedagogical content knowledge the teacher held before she entered the graduate school, how she realized her lack of expertise in curriculum and instruction, how she acquired and developed new pedagogical content knowledge of integrating different subject matters in the graduate school and in her classroom. Results showed that the teacher held pedagogical content knowledge subject by subject prior to the entrance to the graduate school, realized her lack of expertise both in curriculum and instruction especially through conversations with her friends as mothers in her high school class reunion, decided to enter the graduate school, and acquired new pedagogical content knowledge in a graduate class as a knowledge community by exchanging narrative on the foundations, principles and methods of curriculum reorganization with fellow teachers and the researcher. She developed her pedagogical content knowledge of integrating different subject matters by creating her personal curriculum based on the reorganization of textbooks and teachers' guides and implementing it in her own classroom. She recognized that integrating subject matters benefits students better than before, it is important to collaborate with fellow teachers in the same grade, it is possible to reduce the yearly instructional hours of a subject by removing the overlapping content. Also, she understood that she could integrate spontaneously different subject matters during instruction and have students work on two different textbooks simultaneously on their desks. The study suggested that elementary teachers would develop pedagogical content knowledge of integrating different subject matters in order to broaden their curricular and instructional expertise, professors of graduate school would provide teachers with narrative-based courses that acknowledge narrative authority of teachers, graduate schools and offices of education would support the establishment and maintenance of knowledge communities where teachers change the frames for teaching through cyclical processes of sharing their stories, reflecting, critiquing, living changed stories and restorying, and researchers would expand their current focus on the pedagogical content knowledge subject by subject to include pedagogical content knowledge of integrating different subject matters.

This study aimed to investigate the effects of stair-walking training with knowledge of performance (KP) on balance and walking function in patients with stroke. The study utilized a single-subject experimental research design (A-B-A’). A patient with subacute stroke participated in the study. Experimental process consisted of comprised three phases (totaling 20 sessions): (1) baseline phase (5 sessions), (2) intervention phase (10 sessions), and (3) withdrawal phase (5 sessions). The outcome measures included the one-leg standing test (OLST), sit-to-stand test (STS), Berg balance scale (BBS), and 10-meter walk test (10MWT). During the intervention phase, stair-walking training with KP, focusing on head and trunk postures as well as lower limb motion, was applied for 30 minutes. However, this training was not implemented during the baseline and withdrawal phases. The results showed significant improvements in OLST, STS, BBS, and 10MWT scores during the intervention phase, and these gains were maintained during the withdrawal phase. The findings suggest that stair-walking training with KP may be effectively used to enhance balance and walking function in stroke survivors. This study provides valuable information for rehabilitation professionals seeking to establish useful stroke training programs in clinical practice. However, further studies with robust designs are required to confirm the results of this study.

‘학문지식’, ‘교과지식’, ‘학교지식’의 개념 틀에 비추어 볼 때, 사회과 영역 중에서 경제교육 분야에서 모범적인 ‘교과지식’이라 할 수 있는 연구 성과들이 있다. 반면에, 법교육의 분야에서는 학문지식과 학교지식을 매개하는 교과지식에 대한 연구가 부족해 보인다. 정치교육과 구별되는 사회과 법교육의 성격과 목표, 국가와 사회의 요구, 학습자의 발달단계, 교육과정 실행환경, 학습 수요자의 요구에 따른 법교육 분야의 고유한 교과지식의 구조화가 연구되어야, 사회과에서 진정한 법교육이 자리잡을 수 있을 것이다.

In this essay, I introduced and analyzed disciplinary knowledge, subject knowledge, and school knowledge in social studies. I found that there are some outputs of subject knowledge of exemplary character in economic education. But, there is no outputs of subject knowledge of exemplary character in law-related education. We keep up study on the reconstruction of the subject knowledge in social studies, from the view point of the character and aims of law -related education, the needs of the nation and society, cognitive developmental stages of leaner, and the execution environment of the curriculum of social studies. As a results of the of the subject knowledge in law related education, we discern difference between law related education and political education in social studies education.

이 연구는 테크놀로지를 통합한 교사 교육 프로그램을 통하여 예비교사들이 TPCK 개발을 그리고 테크놀로지를 이용하여 학생들을 가르치는 동안 어떻게 그들이 실제교실에서 성공적이었는가를 묘사하였다. 다양한 자료들이 연구 문제를 해결하는데 정보를 제공하기 위해 사용되었다. 결국, 이 연구에서 교사교육 프로그램의 예비교사들이 TPCK를 이해하도록 돕는 것을 강조하는 것이 TPCK의 네 가지 요인에 의해 설명되어지는 예비교사들의 이해로 전이되었다. 하지만 신념, 교수, 테크놀로지 배경의 다양성은 프로그램을 통하여 TPCK의 그들의 이해와 개발에 영향을 주었다.

The study was designed to describe the preservice teachers’ development of their TPCK throughout the teacher preparation program that integrated technology throughout the program and how they succeeded in teaching with technology in the actual classroom during student teaching. Multiple data sources were used to obtain information toward answering the research questions. Overall, the emphasis of the teacher preparation program in this study in helping preservice teachers to acquire TPCK transformed the preservice teachers’ understanding described by the four components of TPCK. However, the diversity of beliefs, teaching, and technology background affected their understanding and development of TPCK throughout the program.

본 연구는 예비교사의 미분 단원에서의 교과 내용 지식(SMK)을 확인하고자 하였다. 국내에는 예비교사를 대상으로 미분영역에 대한 심화 된 지식과 그 이해에 대한 연구가 부족하다. 따라서 선행연구의 설문지와 전공서적을 바탕으로 문항을 재구성하여 접선, 미분가능성, 미분과 도함수 의 성질 영역을 12문항으로 구성하여 설문지를 제작하고 이를 예비교사를 대상으로 분석하였다. 이로부터 미분영역과 관련하여 예비교사들이 가지 는 일반 내용 지식(CCK)과 전문 내용 지식(SCK)의 특징을 4가지로 요약하였고, 예비교사가 답한 문항별 지식에 대한 답의 유형을 범주화하여 구체 적으로 설명하였다. 이를 바탕으로 판단할 때, 미분 영역의 명제에 대한 학교수학과 학문수학의 차이에 대하여 인식하여 전문적 지식을 기를 수 있도 록 해야 하며 예비교사에게 수학적 역량을 기를 기회를 제공하는 것이 필요하다.

This study aims to examine Subject Matter Knowledge (SMK) of pre-service teachers in differential units. There is a notable lack of research focusing on the in-depth knowledge and understanding of pre-service teachers in diffential units. This study, therefore, reconstructed questionnaire items based on previous research surveys and textbooks, containg 12 problems covering the areas of tangents, differentiability, and the properties of derivatives. The questionnaire was administered to pre-service teachers, and the responses were analyzed. The study identifies four key characteristics of pre-service teachers' Common Content Knowledge (CCK) and Specialized Content Knowledge (SCK). Additionally, the types of knowledge reflected in the responses were categorized and explained. Based on this finding, the study concludes that it is essential for pre-service teachers to be aware of the differences between school mathematics and academic mathematics propositions in the domain of differential units. Moreover it emphasizes the need to provide pre-service teachers with opportunities to develop their mathematical competence and professional knowledge.

이 글에서는 건국대학교 글로컬캠퍼스 글쓰기랩에서 실시한 대면첨삭의 의의를 소개했다. 최근 글쓰기 교과는 교육 내실화를 위해 다양한 비교과 프로그램을 운영하고 있다. 대부분의 대학은 클리닉을 비롯한 첨삭활동을 시행한다. 다양한 형태의 글쓰기를 실시하고 그에 대한 피드백이 이루어진다. 건국대 글로컬캠퍼스는 2016년도 1년 동안 읽기-쓰기-면담 활동이 연계된 대면첨삭 비교과 프로그램을 시행했다. 기초교양, 글쓰기와 철학 교과에서 모든 수강생을 대상으로 교과와 연계하여 고전을 읽혔고, 담당 교수는 독후감을 통해 수강생들과 개별 면담을 실시했다. 대면첨삭은 글쓰기의 퇴고활동을 넘어서서 다음과 같은 교육적 가치가 있었다. 첫째, 상담활동을 통해 자신이 읽은 고전에 대한 올바른 이해를 도울 수 있었다. 둘째, 교수와 학생 간 면대면(面對面) 첨삭지도를 통해 생생하고 즉각적인 피드백이 가능했다. 셋째, 교수와 학생간의 친밀감을 쌓는 계기가 되어, 본 수업에서 더 활발한 참여를 유도할 수 있었다. 넷째, 대학 신입생들에게 대학생활지도 및 진로지도의 기회를 제공했다. 대면첨삭은 교수에게 수업 이외 부담이 큰 활동이지만, 학생들에게는 읽기, 쓰기, 대학생활 및 진로지도를 가능하게 하는 활동이다. 온라인 강좌가 성행하는 오늘날에 이르러 대학교육은 학생들에 대한 밀착지도가 절실히 요구된다. ‘의사소통능력’ 향상을 목표로 하는 기초교양교과를 통해 대면첨삭 활동은 더욱 권장될 필요가 있다.

This article introduced the significance of face-to-face correction that was conducted in Konkuk University’s glocal campus writing lab. Recently, the writing subject has various extracurricular programs for the improvement of education. Most universities carry out clinics and correction activities. Various types of writing are performed and feedback is provided. Konkuk University’s local campus implemented a face-to-face correction extracurricular program that linked reading, writing and interviewing activities for one year in 2016. Every student read classics in basic liberal arts, writing and philosophy subjects, and the professor conducted individual interviews with the students through subject matter related the book report. Beyond the revision activity of writing, the face-to-face correction had the following educational values. First, counseling activities may help students to understand correctly the classics they read. Second, vivid and immediate feedback was possible through face-to-face correction between professors and students. Third, it was a chance to build a sense of intimacy between the professor and the students, which enabled them to induce more active participation in the class. Fourth, it provided opportunities for college freshmen to lead university life and career guidance. The face-to-face correction is an activity that makes reading, writing, college life, and career guidance possible for students, although it is a big burden other than regular class to the professors. Today, as online courses become more popular, college education demands a close contact with students. Face-to-face correction activities need to be encouraged through basic liberal arts aimed at improving ‘communication skills’.

본 논문은 예비교사들이 함수교육과 관련된 subjective-matter knowledge와 pedagogical content knowledge를 어떻게 효율적으로 의미있게 학습하고 발전시키는 가에 대하여 조사하였다. 함수의 기본개념과 원칙, 그리고 그들이 어떻게 조직되었는지를 이해하는 능력과 의미있는 함수학습이 가능하도록 그들을 표현하고 구성하는 능력을 증진시키기 위하여 본 연구에서는 구성주의와 협동학습에 기반 한 학습방법을 채택하였다. 사전, 사후테스트와 인터뷰를 통하여 평가한 결과 소그룹 구성원들과의 상호작용 결과를 전체 구성원과의 토론을 통하여 학습하는 과정에서 보다 깊이 있고 확장된 subject-matter knowledge와 다양한 pedagogical content knowledge를 획득하게 되는 결과를 얻게 되었다.

This study investigates preservice teachers' development of subject-matter knowledge and pedagogical content knowledge in teaching function concept. This development takes place in the pedagogical mathematics courses in which the theory of constructivism and cooperative learning theory are aligned. Pre and post courses test were administered to examine the development and the follow-up interviews were conducted to gain more details. Analysis of the written questionnaire results and interview transcripts reveal that their limited concept image can be extended and developed in depth through pedagogical mathematics courses that apply reformed teaching methods.

This study was designed to explore whether prior study of a lecture topic enhanced proficient L2 listeners’ performance on comprehension and recall of text information. The subjects of the study were 39 EFL graduate school students who were divided into two groups based on the scores on the listening section of TOEFL. Each student listened twice to passages (familiar vs. less familiar) and took comprehension tests. The subjects’ comprehension was assessed with 10-item objective test. Additionally, 23 students of them received subject knowledge treatment afterward and took post-test. Results on the comprehension measure for the main effects of Topic familiarity in experiment 1 and Time of test in experiment 2 did reach significance. There was no significant effect for L2 listening proficiency level. Both the advanced and intermediate-high groups performed higher on the familiar topic and the post-test after subject knowledge treatment. Results showed no significant difference between the two groups’ L2 listening comprehension due to proficiency level. The effect of subject knowledge did not vary according to the proficiency level.

Choi Ik?han was an expert on almost all traditional and new reasoning systems that the intellectuals of the 1920?1930s colonized Joseon went through, or were passionate about. In particular, he is a clear example to show how an intellectual with knowledge of the past, symbolized in the form of Chinese ideograms, formed a new world of knowledge by experiencing a new outside world. This thesis focuses on such characteristics of Choi Ik?han to see his intellectual path and turning points in three dimensions so that we can discover the forming process of a modern body of knowledge and the dynamic possibility of the process. Moreover, this thesis suggests that translation was utilized as an important principle and practice so that a new knowledge base could be formed. This is what’s commonly found in the translations of that era, including Choi Ik?han’s. However, the act of translating (acceptance of culture) was not a unilateral and unconditional acceptance from Western empires, as the starting point of the modern civilization, to an Eastern colony. Such qualities were equally applied to Choi Ik?han’s translation (comprehension) of the traditions within Joseon. In other words, Choi Ik?han transferred “disposed and deniable traditional” assets into the new modern intellectual system that he was facing so that he could secure prospects in the future in the system. In this case, tradition doesn’t have an idolized authority but becomes an object that can be summoned in the specific aim to fulfill the necessities of my (people’s/reality’s) current self. His intellectual moves clearly prove the dynamic and generating power that overpowers the unilateral conveyance from the West to East, or any sharp severance between the medieval period and modern times, which have been made in the process of forming a new type of knowledge of Korea as a civilization in transition.

This study investigated the impact of entry level of mathematics subject knowledge on student teachers' mathematics pedagogical content knowledge development and performance in mathematics teaching practice. The sample consisted of 24 mathematics student teachers, 12 of whom passed A-Level mathematics and 12 of whom only passed O-level mathematics. They were all studying in a 4-year bachelor of education (Honours/Primary) programme; they were either majoring or minoring in mathematics. Results showed that student teachers' entry-level mathematics subject knowledge is not related to their mathematics pedagogical content knowledge development or their mathematics teaching performance. These findings may lead society to consider whether student teachers who have passed O-level mathematics are already eligible to be trained as professional primary mathematics teachers. As a consequence, this study raises the issues of how to develop student teachers' mathematics pedagogical content knowledge and whether we need to restructure our bachelor of education (Primary) programmes' curriculum in teacher professionalism.

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.