교사 행위주체성에 관한 체계적 문헌 조사와 지원 방안 탐색
The Systematic Literature Review of Teacher Agency and the Support Plan for Teacher Agency
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학교 변화와 관련하여 교사들의 역할이 강조되면서, 교사의 능동적인 행위와 실천이 주목받고 있다. 이에 따라지난 20여 년 간, 교사 교육 분야를 비롯하여, 교육과정, 교육정책, 언어교육 등 교육학의 각 분야에서 교사 행위주체성에관한 연구들이 대거 등장하였다. 본 연구는 최근 강조되고 있는 교사 행위주체성에 대한 다양한 이론적 접근의 가정에대한 이해를 바탕으로, 어떻게 교사의 능동적 행위를 지원할 수 있는지 교사 교육의 방향을 모색하고자 한다. 이를위해 먼저 교사 행위주체성에 대한 문헌을 조사하여 행위주체성 개념을 탐색하고, 서로 다른 이론적 가정 위에 교사행위주체성을 성공적으로 지원한 연구에서 교사의 능동적 행위가 어떻게 촉진될 수 있는지를 검토하였다. 나아가이와 같은 교사 행위주체성에 대한 이해에 기초하여 국내 교사 학습 및 학습공동체 분야의 지형을 헤아리고, 교사행위주체성을 지원하기 위한 방향을 탐색하였다. 이 글을 통해 교사 행위주체성에 대한 폭넓은 이해와 지원을 바탕으로교육 실천의 구조와 맥락이 변화되기를 기대하며 실천과 신념을 비판적으로 성찰할 수 있는 행위주체로서의 교사로 변화되기를 기대한다.
Abstract
As teachers' active role in school change becomes more emphasized, new light is shed on their action and practices. Over the last twenty years, research regarding teacher agency has been emerging in various subfields of education, such as curriculum studies, education policy, literacy, and teacher education. In this context, the purpose of this systematic literature review is to discover the future direction of teacher education in a way that supports teachers' actions based on an understanding of teacher agency that has recently been brought to light. For this purpose, this systematic review, first of all, explores the concept of teacher agency by focusing on the assumption of various theoretical approaches. Each approach undergirds the following examination of empirical studies that is known to successfully support teacher agency, which investigates how teachers' active participation is facilitated. Building on the efforts to understand teacher agency, the teacher education field in Korea and ways to support teacher agency are explored. This research aims to change both teachers and the structure and context of educational practic
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