교권 회복을 위한 교사 전문성 논의 방향 탐색

Abstract

Recently, Korean society has witnessed the downfall of teachers’ authority. Thus, this paper seeks to identify one significant internal cause of this downfall in relation to the dominant discourse on teacher professionalism inspired by Schön’s epistemology of practice, and to shift the focus of the discourse in a new direction. In the dominant discourse, teachers are viewed not as technicians but as reflective practitioners who are able to make professional judgments in teaching. The discourse further argues that it is only with an inside view of the practice of teaching that teachers are recognized as reflective practitioners. However, while an inside view of the practice of teaching provides valuable insights, it fails to fully capture the unique dimensions of teacher professionalism, potentially leading to incomplete and inadequate self-understanding among teachers. Equipped with this form of self-understanding, teachers inadvertently undermine their authority. The act of teaching is instead to be seen as a teacher's personal involvement in the act of learning, and it is here that the ethical dimension of teacher professionalism is to be found. Teachers’ authority cannot be restored by merely implementing some political and institutional measures. It is argued that one effective way to restore teachers' authority is through collective efforts aimed at integrating teaching (knowing) with living.