As Gert J.J. Biesta points out, the “responsibility” of many teachers is now becoming to teach textbook content efficiently and effectively in a limited amount of time in order to achieve the goals stated in the Courses of Study. As pointed out by J. J. Biesta, the “responsibility” of many teachers is now to teach the content of textbooks efficiently and effectively in a limited amount of time in order to achieve the objectives of the curriculum guidelines. Depending on whether or not the teachers themselves are proactive in examining the objectives of their lessons, the structure of the content, the teaching process, and the educational effects on the children will differ. If teachers do not always ask themselves “Why do I have to teach this lesson?” in light of the actual conditions of the children, their environment, and the current social situation, they will not be able to guarantee the “qualities and abilities to form a sustainable society” that the Courses of Study aim for.
Therefore, based on a critical examination of the aims of education, this study proposes a way of educating teachers who can manage and utilize existing theories of teaching, educational content, and educational methods. In this presentation, we will analyze the “Elementary Social Studies Content Theory,” which aims to cultivate a view of the subject matter, and the “Elementary Social Studies Pedagogy,” which aims to cultivate the ability to independently adjust the curriculum, to clarify what kind of curriculum adjustment skills students who aim to teach have acquired through their studies.
