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Pedagogy and Subject Matter Knowledge in Early Childhood Teacher Education: Dewey, Kilpatrick, and Bestor
분야 사회과학 > 교육학
저자 ( Jonghyun Lee )
발행기관 한국유아교육학회
간행물정보 International Journal of Early Childhood Education 2016년, 제22권 제1호, 17~38쪽(총22쪽)
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영문초록
Currently, most educators in Korea recognize that pedagogical content knowledge (PCK) is an important element of teachers` professionalism, and many studies of the factors that influence teachers` PCK have been conducted across education at all levels. PCK concerns how a teacher, based on his/her subject matter knowledge, transfers subject matter content to learners. In early childhood education in Korea, an integrated curriculum that combines two or more subjects is used. To implement this approach, most early childhood teachers seek to develop a range of pedagogical methods. However, it may be true that, in early childhood education (which emphasizes integrated, play-centered activities), teachers may have difficulty in acquiring sufficient depth of knowledge in each subject area. Therefore, one important task for early childhood teacher education is to help pre-service early childhood teachers establish the necessary foundation of knowledge. Early childhood teachers must have both subject matter knowledge and pedagogical knowledge in order to be successful. This article analyzes how three scholars, Dewey, Kilpatrick, and Bestor, addressed the issue of the relative roles of subject matter knowledge and pedagogical knowledge in teacher education. By analyzing the different positions of these three scholars, this article seeks to offer some insights that may help early childhood teacher education programs to prepare prospective early childhood teachers for success in their future professions.
 
 
pedagogy, subject matter knowledge, early childhood education, teacher education, Dewey
 
 
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[교육학] 영유아 교육-프로젝트 접근법(영문)
[교육행정] 장학론[SuperVision and Instructional Leadership]
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