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Exploring the Development of Pre-service Special Education Teacher’s Pedagogical Content Knowledge for Secondary Social Studies through ALACT Model Student Teaching

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2012, 13(4), pp.153-182
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

이재섭 1 Lee jae wook 2 Seung Sook Choi 2

1서울광진학교
2강남대학교

Accredited

ABSTRACT

The purpose of this study was to explore on formation process of pre-service special teacher’s Social Studies Pedagogical Content Knowledge (PCK) in special education school for students with intellectual disability through ALACT model student teaching. Two pre-service special teachers participated in this study. For inductive analyzing data, qualitative methods including class observation, in-depth interviews, lesson plans and teaching practice journal were applied. The results of this study were summarized as followed. First, pre-service special teachers made little difference in general education regarding ‘social subject knowledge’, ‘social method knowledge’ and ‘social context knowledge’. While there was a great difference among three subordinate factors which are functional educational objectives setting, interests & roll play in class, lesson contents according to the students with disability. Second, pre-service special teachers were positively changed regarding about teaching social study. They have understood the meaning of the goal social studies, enhanced instruction design skills. improved teaching skills based in students’ characteristics and represented a great variety of reinforcement, motivation and questioning methods. Also, they made a good choice of teaching materials and tested the students individually. Implications to develop advanced program for improving pre-service special teacher’s pedagogical content knowledge(PCK) were suggested.

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