Re-conception of cultural ecology-based pedagogy based on Bruner's narrative

This study attempted to explore the future direction of teaching research for re-conceptualization of pedagogy practice. Existing studies of teaching and pedagogy have been focused on teacher's efficacy and effectiveness. Since the twentieth century, the study of teaching and learning a subject has been discussed toward logical positivism biased in some aspects. In light of empirical stance, the issue of pedagogy has been treated as 'how to teach' approach and time-motion management mode. For overcoming these shortcomings, we discuss the possibility of the cultural ecology of pedagogy based on Bruner's theory. In conclusion, the study of pedagogy should be approached not by static culture, but by ecological learning and dynamic culture.