형식적 교사교육에서 비형식적 학습공동체로의 확장에 관한 연구

Abstract

In discussions to vitalize teacher education, main focus of attention has been preplanned explicit knowledge centering around formal curriculum. However, when we consider the essential faith that we should communicate within faith communities or relational learning, we should cope with myopic individual level approaches and pay attention to the dynamic learning ecosystem of teacher communities. Therefore, a teacher community can be re-conceptualized as a community of practice which is informal learning networks. In a community of practice, a curriculum is a history of participatory experiences, which are the condition and the process of building identity. According to the results from an integrated model research applied to the case of the teacher community of the middle school division of M-church to verify the thesis, teachers form identities based on various relationship. Participation as a teacher had a significant level of correlation with awareness, satisfaction, and execution of the role, which can be considered as supporting result for the thesis of this study. With which at the base, affordance conditions are summarized in to facilitate teachers' participation in designing a learning community. This study provides teachers in the faith community with integrated approaches to their living, learning, and teaching, without drawing a line between personal identity as an individual in faith and vocational identity as a teacher. However, the research of teachers' identity building process has its limit in the fact that it centered around the concept of legitimate peripheral participation and the site was confined to the middle school division of M-church. Integration of relational learning through participation and intentional teaching to deal with explicit knowledge can be a good candidate for a follow on research.