2019 고세훈 교육학 한번에 끝내는 심층면접 (교원임용 시험대비) (Teahchers College)

책소개

Teahcher's College series 6권. 심층 면접에 필요한 핵심 주제 및 이론을 정리하였고, 최신 기출문제 분석(2014년~2018년)을 수록하였다. 2015 개정 교육과정의 주요논제들을 담았으며, 2차 면접을 위한 주요 교육법안을 수록하였다.

목차

제1장 지역사회복지의 이해

1. 교직 심층면접 A to Z ·················································································8

2. 교직 심층면접의 종류 ·················································································9

3. 교직 심층면접에서 꼭! 알아야 할 사항 ·····················································11

4. 교직 심층면접의 평가 영역 ·······································································12

5. 교직 심층면접의 사전 준비 ·······································································13

6. 심층면접 진행 순서별 유의 사항 ······························································15

7. 면접에서 답변 방법 ··················································································18

8. 심층면접 연습 ···························································································19

9. 면접관이 싫어하는 타입 ············································································20

10. 평가 항목 ································································································21

11. 면접 예상문제 및 답안 ···········································································22

12. 개별면접과 집단토의 ···············································································24

제2장 심층면접 핵심논제

▣ 교사－교사관 및 학교교육의 다양한 문제들 ··············································33

1. 교직관 및 교직철학－‘나’는 왜 교사가 되려는가? ·································33

2. 교원 핵심 역량(competence) ··································································42

3. 좋은 교사의 조건 ···················································································44

▣ 수업 ··········································································································49

1. 학습동기유발－교사역할의 중요성 ····························································49

2. 귀인(attribution) ·····················································································51

3. 학습불안 ································································································54

4. 학습부진 ································································································57

5. 학업격차－수준별 교육과정에 관한 논쟁 ··················································63

6. 선행학습－공교육정상화 촉진 및 선행교육 규제에 관한 특별법 ·················66

▣ 현행 교육과정－2009 개정 교육과정 및 2015개정 교육과정 ···················71

1. 창의?인성교육(2009 개정 교육과정) ·······················································71

2. 2015 개정 교육과정－창의?융합형 인재의 육성 ·······································75

3. 학습자중심 교육－배움중심 교육 ·····························································79

4. 인성교육 ································································································82

5. 스마트(S.M.A.R.T.) 교육 ··········································································86

6. 독서교육－창의성과 인성의 활성화 교육의 기초 ·······································93

7. 공동체 교육－민주주의 교육의 기초 ·························································95

8. 학교 안전교육－안전한 학교 만들기 ························································98

9. 학부모의 학교참여－교육공동체 ·····························································102

10. 평생교육－공교육의 개혁과 확장 ··························································107

▣ 생활 지도 및 상담지도 ············································································110

1. 회복적 생활교육－생활 및 상담 지도의 대안적 접근 ·······························110

2. WEE－학교안전통합시스템 ····································································118

3. 학교폭력 ······························································································120

4. 수업방해－교권 침해의 또 다른 얼굴 ·····················································125

▣ 교권과 학생인권 ······················································································128

1. 교권의 확립과 보호 ···············································································128

2. 학생 인권 ·····························································································131

3. 학교규칙 ······························································································135

4. 교원능력개발평가 ················································································138

제3장 기출문제 분석(최근 5년간 기출문제 중심)

1. 교수학습지도 역량 ···················································································146

2. 생활지도 및 상담지도 역량 ······································································172

3. 교사 리더십 역량 ·····················································································207

4. 교직관 ······································································································216

5. 기타 ·········································································································224

▣ 2017년 중등 심층면접 전국 공통 기출문제 ············································231

▣ 2018년 심층면접 전국 기출문제 ·····························································240

▣ 2018년 중등 심층면접 전국 공통 기출문제 ············································254

제4장 예상문제

▣ 심층면접 주제별 예상문제 ·······································································264

▣ 예상문제 모범답안 ···················································································294

제5장 학교 현안 문제 진단 - 2015 개정 교육과정의 주요 논제들

학교 현안 문제 진단 - 2015 개정 교육과정의 주요 논제들 ·······················367

학교 민주주의: 민주적 공동체 ·····································································367

학교 혁신과제: 고교학점제 ···········································································377

학교 폭력의 예방 ··························································································383

학교교육의 위기와 극복: 학업중단 ·······························································394

메이커 교육 ··································································································402

진로교육 ·····································································································409

학생 상담 ·····································································································422

4차 산업혁명과 교육: 인공지능의 시대에서 학교와 교사의 역할 ·················426

2015 개정 교육과정 ···················································································452

교원의 평가 ··································································································476

교권의 확립 ··································································································479

인본교육 ·······································································································485

세계시민교육 ································································································488

부록 2차 면접을 위한 주요 교육법안

지은이 : 고세훈  

 소개 :

현 아모르임용학원 / 아이티칭 교육학 전임교수 

연세대학교 교육학과 졸업 

연세대학교 일반대학원 교육철학 전공 

독일 기센대학교(JUSTUS-LIEBIG GIESSEN) 교육학과 박사 

Teahcher's College series 

·2019 고세훈 교육학 

·2019 고세훈 교육학 논술; 한 달 안에 끝내기 

·2019 개정 교육학300 

·2019 new 교육학 논술 통합 ATLAS 

·2019 교육학 200제 

·2019 교육학 논술 - 실전모의고사 문제집 

·2019 ‘한 번에 끝내는 2차 면접 

교재문의: http://cafe.daum.net/Gosehunedu 

2019 개정판! 교원임용 시험대비

Teahcher's College series 6

-심층 면접에 필요한 핵심 주제 및 이론 정리

-최신 기출문제 분석(2014년~2018년)

-2015 개정 교육과정의 주요논제들

-부록 : 2차 면접을 위한 주요 교육법안

4차 산업혁명 시대의 ‘우리, 교사의 역할과 의미’

IT혁명의 시대, 고도의 정보네트워크, 지식기반사회를 넘어 지능기반사회의 재구화가 되는 엄청

난 변화에 맞서 미래의 교사인 ‘나’의 역할과 의미에 대한 생각을 해봅니다. 교사로서 ‘나’는 어떤

역할과 의미를 가지게 될까? 지식정보화사회에서 학생들에게 무엇을 가르치고, 강조해야 할까?

에 대한 몇 가지 중요한 키워드 그리고 교사의 역할과 의미에 대해 생각해보고자 합니다.

~~~~~

지식기술의 폭증, 정보유통체제의 다원화로 대변되는 변화하는 사회에서 학교와 교사는 더 이상

교육주체가 될 수 없습니다. 고도 정보화사회 시대의 학교외 기관들의 전문화와 함께 교육을 종

래의 학교.교사.집단중심의 학습에서 컴퓨터중심의 사고(computational thinking)와 학

습, 학교외 기관에서의 자유학습, 가정학습 등과 같은 학습자중심의 개별화 학습으로 급격하게

전환되고 있습니다.

이러한 시대의 교사의 역할은 학습의 중심에서 학습의 보조자, 지원자, 학교외 교육기관과 연계

한 프로그램의 기획조정자나 조언자로서 중요하게 되었습니다. 또한, 학습자의 자기 정체성을

바탕으로 적성과 소질을 개발시켜주거나, 학교생활과 미래의 진로에 대한 상담자의 역할도 중요

해졌습니다. 고도의 기술사회가 미래의 교사를 사라지게 할 것이라는 예언과 무관하게, 교육은

결국 ‘얼굴과 얼굴의 만남’을 기반으로 하는 ‘사람 교육’이라면, 교사의 역할은 도래하는 알 수 없

는 불투명성 속에서도 그 의미가 매우 중요하다고 볼 수 있습니다. 그런 점에서 ‘사람의 교육’을

그 어떤 기술과 기계가 대체할 수 없다고 생각합니다.

.....

올 해 보다 더 중요하게 된 교육의 이슈들과 문제들에 대한 논의들을 2019년 개정판에 조금 더

보완하고 수정하였습니다. 이것과 관련하여 몇 가지 연습문제들도 보완하였습니다. 작년에 비

해 올 해 시도교육청별로 중요한 교육문제들에 대한 큰 변화는 없습니다. 우리가 올 한 해동안 임

용시험을 준비하면서 가졌던 여러 가지 교육과정의 문제와 학습자 중심의 교수-학습 전략들, 생

활지도와 상담지도에서 문제가 되는 학교 문제들을 중심으로 심층면접을 준비하면 선생님들 모

두에게 좋은 결과가 있을 것이라고 생각합니다. ‘한번에 끝내는 심층면접’의 부족한 부분들은 차

후 면접 강의를 통해, 또 다른 경로를 통해 더 보완하며 함께 선생님들의 2차 심층면접에 함께 하

려고 합니다. 모두의 성공을 기도합니다. Viel Gl?ck!