초ㆍ중등 사회과 교사의 법교육 교사 전문성에 관한 연구

The purpose of this study was to identify the experiences of teachers in the field who implement law-related education and to explore ways to improve their professional development. To this end, in-depth interviews were conducted with nine elementary and secondary social studies teachers who had experience in law-related education activities, and the interviews were analyzed. As a result of the analysis, it was possible to categorize law-related education teachers' professionalism into four main categories: teachers as subject-matter specialists, teachers as lesson designers and doers, and teachers as connective specialists. It was also found that each category has different implementation experiences and different needs for fostering teacher professionalism. Specifically, to foster teacher professionalism as a subject-matter specialists, it is necessary to provide customized training for each school level, share materials, and build a platform for questions and answers. In addition, to develop teachers' expertise as lesson designers and doers, it is necessary to reorganize content elements that take into account the differences between school levels, develop and distribute useful teaching and learning materials and assessment materials, and support training on law-related education practices. Finally, to foster teacher professionalism as a connective specialists, it is necessary to establish a system of cooperation with legal experts and related organizations, and to present teaching and learning principles for classes related to legal issues.