학교 밖 교사학습공동체에 대한 사례연구
A Case Study on Out-of-School Teacher Learning Community
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참고문헌
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초록
본 연구는 교사학습공동체에서의 교사 학습에 대한 심층탐구를 목적으로 하였다. 교사학습공동체에 대한 이론적 고찰을 통해 정의를 내린 후, 이 정의에 기초하여 사례를 선정하였다. 면담, 관찰, 인조물 수집 등 다양한 방법을 이용하여 자료를 수집하였고 NVivo를 이용하여 수집된 자료를 분석하였다. 자료분석 결과를 요약하면 다음과 같다. 교사학습공동체에서 교사의 학습은 협력과 반성적 실천을 통해 이루어졌다. 협력을 통한 교사의 학습은 다차원협력, 부분협력, 장외협력을 특징으로 하였다. 다차원협력은 전문가 교사와 초보자 교사 간의 멘토링 성격의 협력, 전문가 간의 비판적 동지애 성격의 협력, 그리고 초보자 간의 동병상련 성격의 협력을 포함하였다. 부분협력은 협력이 부분적 수준에서 제한적으로 이루어졌음을, 장외협력은 협력이 학교 밖에서 이루어졌음을 의미한다. 반성적 실천을 통한 학습은 실천 후 이루어지는 실천에 대한 협력적 반성을 특징으로 하였다. 이처럼 협력과 반성적 실천을 통해 교사학습공동체 구성원들은 서로의 경험, 전문지식, 실천을 교류하고 공유하며 공동의 지식을 구성, 발전시켰고 그들의 전문성을 향상시켰다. 본 연구의 결과는 전통적인 교사 연수의 한계를 극복하는 대안으로서 교사학습공동체의 가능성을 시사한다.
Abstract
This study explored teacher learning in a professional learning community. Employing a case study method, the present research conducted an in-depth study on an out-of-school teacher learning community. This study closely examined how an out-of-school teacher learning community had been formed and developed, how teacher learning that took place in this professional learning community could be characterized, and what the implications of this professional learning community on teacher learning and professional development were. In doing so, the present study sought to gain a deeper understanding of teacher learning community and offer ways to promote teacher learning and professional development. In order to investigate teacher learning community, various methods were employed. First, interviews with the members of teacher learning community were conducted. Second, the activities of teacher learning community were observed. Third, the artifacts and documents on this teacher learning community were collected. The findings showed that teacher learning in this professional community could be characterized as learning through collaboration and reflective practice. Collaborative learning involved multidimensional collaboration, partial collaboration, and out-of- school collaboration. Learning through reflective practice involved reflection-on-practice and collaborative reflection. Through collaboration and reflective practice, teachers in this professional learning community developed shared professional knowledge and this led to the development of their professional knowledge and practice.
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