CAJ | 학술논문

随着对教师及其教学研究的不断扩展，即从对教师的教学行为、教师心理过程，到教师个人实践知识的储备和发展，再到教师与环境的相互回应，国外教师认知研究领域所借鉴和依据的理论视角亦随之发生转移。从认知心理学、现象学，到社会文化和建构理论，教师认知概念在其中也不断地丰富和发展。引发这些变化的契机是新问题的不断涌现，而这些新问题大多是前期研究结果作用于教师教育领域而产生的。
수착대교사급기교학연구적불단확전，즉종대교사적교학행위、교사심리과정，도교사개인실천지식적저비화발전，재도교사여배경적상호회응，국외교사인지연구영역소차감화의거적이론시각역수지발생전이。종인지심이학、현상학，도사회문화화건구이론，교사인지개념재기중야불단지봉부화발전。인발저사변화적계궤시신문제적불단용현，이저사신문제대다시전기연구결과작용우교사교육영역이산생적。
The content of teacher cognition research overseas has been altered these years, from teachers＇ behavior, to the various concepts in teachers＇cognitive process, to the accumulation and development of teachers＇ personal practical knowledge, then to the mutual reaction between teachers and their environment. The theoretical perspectives that these research relied on have been transformed accordingly, so has been the concept of teacher cognition itself. It is the constantly emergence of the new problems arisen from the application of the previous research findings into the area of teacher education that triggered such transformations.