훌륭한 교사의 철학적 자질 탐색
A Study of the Philosophical Quality of Excellent Teacher
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The aim of this thesis is to criticise previous researches on the qualities of teacher based upon scientific paradigm, and to suggest some philosophical qualities of excellent teacher. Conclusions are as following. Firstly, the concept of 'excellent teacher' must be differentiated from the concept of 'master of instruction' and 'expert of teaching'. And it must be differentiated from the concept of 'efficient teacher'. For they shared with some common qualities, but not consisted with each other. Qualities of instruction and teaching are only one necessary condition composed of qualities of 'excellent teacher'. After all, scientific qualities of teacher are not sufficient condition, but necessary condition composed of excellent teacher. Secondly, excellent teacher must posses some philosophical qualities for becoming to ideal teacher. Their qualities are as following: (i) rational thinking activity, (ii) critical activity of education, (iii) reflective activity of education, (iv) justification of educational activities, (v) ethical activity of education. They are not special qualities but general demanded to all teachers. School teachers can not achieve these qualities through only scientific training. They can achieve them by long philosophical discipline. Thirdly, the philosophical qualities of teacher will function as relevant criteria for evaluating their educational activities as teacher. And also they will contributed to correct prejudiced view of good teacher based upon scientific paradigm in our society. Now, the one of very important tasks of school teacher is to research the concept of excellent teacher, and more to achieve it.
Abstract
The aim of this thesis is to criticise previous researches on the qualities of teacher based upon scientific paradigm, and to suggest some philosophical qualities of excellent teacher. Conclusions are as following. Firstly, the concept of 'excellent teacher' must be differentiated from the concept of 'master of instruction' and 'expert of teaching'. And it must be differentiated from the concept of 'efficient teacher'. For they shared with some common qualities, but not consisted with each other. Qualities of instruction and teaching are only one necessary condition composed of qualities of 'excellent teacher'. After all, scientific qualities of teacher are not sufficient condition, but necessary condition composed of excellent teacher. Secondly, excellent teacher must posses some philosophical qualities for becoming to ideal teacher. Their qualities are as following: (i) rational thinking activity, (ii) critical activity of education, (iii) reflective activity of education, (iv) justification of educational activities, (v) ethical activity of education. They are not special qualities but general demanded to all teachers. School teachers can not achieve these qualities through only scientific training. They can achieve them by long philosophical discipline. Thirdly, the philosophical qualities of teacher will function as relevant criteria for evaluating their educational activities as teacher. And also they will contributed to correct prejudiced view of good teacher based upon scientific paradigm in our society. Now, the one of very important tasks of school teacher is to research the concept of excellent teacher, and more to achieve it.
참고문헌 (30)
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