A Study of Directions for Elementary History Education Based on Preservice Teachers' Lesson Analysis Responses

예비교사의 수업분석 반응으로 본 초등역사교육의 방향

This study analyzed elementary school history lessons by considering the characteristics of elementary school education and exploring alternative options for teaching history. This researcher established categories based on common topics identified by observing best-practice lesson videos with preservice teachers and repeatedly reading lesson critique forms in which the preservice teachers analyzed the lessons. Analysis of the preservice teachers' responses showed that they considered student-led activities to be positive, but questioned the purpose of the activities. The preservice teachers also identified confusion caused by lesson models that did not accurately reflect the nature of history. Considering the level of elementary school students, expertise of elementary school teachers, and different views on subject matter, this research article suggests teaching the nature of history by focusing on historical concepts. Inquiry activities, in which students use basic historical concepts to produce knowledge, will contribute to the implementation of this teaching method.