다차원 정책 분석을 통한 교원역량개발지원제 도입 방안의 가능성과 한계 탐색

Abstract

This study aims to explore the possibilities and limitations of the new teacher competency development support system to be introduced in 2026. Through this, it aims to provide a foundation for a soft landing of the teacher competency development support system in the future. To achieve the research purpose, this study aims to utilize the multidimensional policy analysis model of Cooper et al. (2004: 7), which is a comprehensive analysis framework. The main research results are as follows. First, at the normative level, it emphasizes that respect for teachers’ rights, professional competence, and trust must be secured. Second, at the structural level, the roles of the main organizations, the Ministry of Education, city/provincial offices of education, and individual schools (including kindergartens), are important, and the role of the auxiliary organization, teacher training institutions, is important. In addition to the three main organizations and one auxiliary organization, there should be connections with institutions that have collaboration and partnerships. Third, at the constituent level, the roles of teachers (teacher groups), parents (parent groups), and students are important, and it is necessary to devise a win-win plan for the educational subjects that can reduce the differences in positions and conflicts among them and expand their scope. Fourth, in terms of technical aspects, the implementation strategy and plan, support and incentives, persuasion process, deliberation process, and feedback of the teacher competency development support system are important. Lastly, in terms of ethics and social justice, ‘the illumination of the teacher competency development support policy through building trust in the educational community’ is important.