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This study aimed to examine t
he introspection process and difficult issues revealed in social studiesinstruction of beginning teachers, particularly the minority lesson practice that appeared along with changesin Korean society to understand the significance of social studies lesson for beginning teachers. This studyanalyzed related narrative of a beginning teacher S such as lesson visual and transcribed data and a recordof conversation with fellow teachers to obtain following results. First, beginning teacher pays attention tothe type of various minorities presented in textbook and utilizes role play record data as an alternative fornot only fulfilling students' interest but also overcoming limited time. Second, minority lesson of beginningteacher focused on the reason for teaching about minorities by going beyond instructing about who areminorities. Third, minority lesson of beginning teacher is not a lesson for recognizing the concept ofminority but an education for democratic citizen of confirming the prejudice and stereotype of our societythrough the lives of learners associated with minorities and inducing the improvement of such prejudiceand stereotype. Fourth, beginning teacher recognizes through minority lesson that social studies lesson is animportant educational activity of inducing interest in humans and social participation. Such findings showthat beginning teacher experiences difficulties not only in the task of selecting suitable activities thatinduce students' interest within limited time but also throughout the entire process of showing various livesof our society. This is the process of the effort to teach living knowledge that induces students' sympathyand social participation.   (ÀÌÇÏ »ý·«)

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