미국 역사 교사 연수프로그램의 설계 및효과 평가 사례 분석
Case Analysis of History Teacher Professional Development in the US
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초록
실질적인 교육 개혁을 수행하는 주체가 교사라는 점에서 교원 연수는 역사 교수·학습의 질적 제고에 있어 중요한 기재이며, 체계적이고 지속적인 연구가 필요한 영역이다. 본 연구에서는 효과적인 교사 연수와 관련한 선행 연구를 분석하여 효과적인 교사 연수 프로그램의 4가지특성을 정리하고, 이러한 특성을 반영하여 역사 교사 연수 프로그램을 설계한 3개 사례를 분석하였다. 효과적인 교사 연수 프로그램은 (1) 장기적·지속적이며, (2) 현장에 뿌리를 두고 있고, 단순 지식 전달이 아닌 교사 탐구를 중요시한다. 또한 (3) 연수에 참여한 교사 간, 그리고참여 교사와 연수 담당자 간 협력적 관계를 중시하고, (4) 구체적 교과 내용을 바탕으로 학생이 정말로 무엇을 배웠는지에 초점을 둔다. 3개 역사 교사 연수 프로그램 분석을 통해서는 이와 같은 특성을 적용한 다양한 방식의 설계를 확인하였고, 연수 프로그램 효과를 평가하는 방법에서 나타나는 특징과 한계를 살펴보았다. 나아가 분석 결과에 기초하여 차후 우리의 교사연수 프로그램의 설계 및 평가에 활용할 수 있는 시사점을 도출하였다.
Abstract
Professional development is often regarded as a key in bringing educational reforms. The scholarly interests in professional development research, thus, rose sharply during past decades. This study asks what qualities effective history teacher professional development should have and how we can construct one and evaluate its effectiveness. Previous studies argue that effective professional development programs are (1) long-term and sustained, (2) focuses on classroom practices and provided multiple opportunities to practice the new content and skills introduced in professional development. They also emphasize (3) building a collaborative environment which enables and sustains teacher learning and (4) focusing on content areas and student learning. This study analyzed three cases of a professional development program for history teachers which employed these qualities of effective professional development. The case analysis focused on the design and evaluation of each program. The analysis demonstrated various ways putting these qualities into a program along with multiple methods of evaluating the program effectiveness. The implications for Korean history teacher professional development are discussed based on the analysis results.
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