The purpose of this study is to analyze the impact of perception such as support for the curriculum on secondary social studies teachers; perception of the importance of teaching and evaluation methods. To this end, a survey on their perception of the importance of each teaching and evaluation method was conducted and materials were collected for secondary social studies teachers in the Gyeongin region in 2019. The data were analyzed by applying t-test and multiple regression analyses. The results are as follows. First, compared to middle school teachers in the Gyeongin region in other major fields, the importance of “collaboration-based group-oriented learning among students,”“real-life linked projects or problem-solving learning,” “digital environment-utilization classes,” “process-centric evaluation for learning promotion,” and “competency-oriented descriptive or essay evaluation” was perceived to be low for the social studies teachers. Second, an analysis of factors that affect the importance perception of each teaching and evaluation method of social studies teachers in Gyeongin region showed that the degree of support for the curriculum is more influential than the personal personalities of the teachers. In particular, support for the element denoted as a “Curriculum emphasizing integration and convergence classes” and a “Curriculum emphasizing extension of subject choice for students” were found to have an important impact. Considering the results of the study, it is necessary to seek ways to enhance relevant understanding through guidance on the characteristics of the curriculum that emphasizes teaching and evaluation methods like that rather than just emphasizing teaching and evaluation methods per se in training for social studies teachers.

Social studies curriculum, Teaching method, Evaluation method, Social studies teacher, Social studies education