A Case Study of Pre-Service Teachers’ Instructional Designs Based on “Yungbokhap Education”

??? ?????? ????????? ?????????????????? ?????? ????????? ??????????????? ??? ????????? ??????????????? ????????? ????????? ???????????????, ??? ????????????????????? ??????????????? ???????????? ??????????????? ????????? ?????????????????? ??????????????? ?????? ?????? ?????? ??????????????? ????????? ?????????. ???????????? ?????? ?????? 21?????? ?????????????????? ?????? ??? ???????????? ????????? ?????????????????? ?????????????????? ??????????????????, ??? ?????????????????? ????????? ?????? ???????????? ?????????????????? ???????????????, ??????, ????????? ?????????, ???????????? ????????? ???????????? ??????????????? ???????????????. ?????? ??????????????? ???????????? ???????????? ????????? ??????????????? ?????? ??????????????? ???????????? ?????? ?????? ???????????? ???????????????. ?????? ??????, ?????????????????? ?????? ??????????????? ???????????? ?????????????????? ????????? ?????? ??? ????????? ????????? ??? ?????????????????? ??????, ??????, ???????????? ?????? ???????????? ???????????? ??????????????? ????????? ?????? ???????????????. ???, ????????? ?????? ????????? ?????? ???????????? ???????????? ??????????????? ????????? ???????????? ?????? ???????????? ???????????? ???????????? ????????? ?????? ???????????????. ??????, ???????????? ?????????, ?????? ????????? ???????????????????????? 1) ?????????????????? ‘?????? ??? ?????????’, ‘????????? ?????????’, ‘????????? ??????’?????? ?????????????????????, 2) ??????????????? ?????????????????? ?????? ‘????????? ??????’??? ?????? ?????? ????????? ?????? ????????? ??????, ????????? ??????, ????????? ?????????, ????????? ????????? ?????? ?????? ????????? ???????????????. 3) ??????, ?????????????????? ????????? ???????????? ???????????? ?????? ????????? ????????? ????????? ?????? ????????? ???????????? ???????????????????????? ?????????????????? ???????????????. ?????? ?????? ??? ????????? ????????? ?????? ????????? ?????? ????????? ????????? ????????? ????????? ????????? ???????????? ?????????????????? ???????????? (??????)??????????????? ??????????????? ???????????? ????????? ???????????? ????????????. To explore the implementability of, and the teacher expertise in “Yungbokhap education”, which embraces “consilient”, “convergent”, “integrative”, and “interdisciplinary” approaches to curricular integration, this case study analyzed a self-motivated project for pre-service teachers that was initiated as part of a practicum by a middle-school teacher who supervised the practicum. In the project, the pre-service teachers formed five groups and collaborated to create five integrative instructional unit plans based on Yungbokhap education. Their products positively impressed the school principal, mentor teachers, and other experts. They wrapped up their projects by answering reflective questions. This study analyzed their instructional unit designs and reflections qualitatively, in light of the instruction design framework of Yungbokhap education. The results show that the unit plans sufficiently reflect the goals, approaches and contexts of Yungbokhap education with appropriate creativity and variety, and tightly connect lesson themes, contents and activities, except for the fact that they could have further promoted the competency for autonomous action and expanded the context from an individual context to a local/global one employing more varied activities. According to their reflective responses, 1) they seem to characterize Yungbokhap education with features like “inter-subject connectivity”, “contextualization” and “learner-centeredness”, 2) their novel experiences in the lesson planning have led them to discover fresh values in their own subjects, students’ perspectives, peers’ expertises, and fruitful collaboration, and 3) their realization of the necessity of Yungbokhap education has positively challenged them to be more firmly oriented towards professional development and teacher-researcher attitude. These results imply that for autonomous and creative improvement of education, in-service teachers’ initiatives should be carefully respected and administratively supported, and that teacher preparation courses should provide pre-service teachers with more empirical chances to deal with curriculum integration.??? ????????? 2014?????? ????????????(?????????)?????? ????????????????????? ??????(????????????????????????????????????)??? ?????? ????????? ????????????(NRF-2014S1A3A2044609)