수업협의회에 기초한 배움의 학교공동체 형성에 관한 연구

Abstract

This is a case study employing action research on building a school community by reforming the teacher meetings for classroom instruction. The purpose of this study was to investigate the possibilities and limitations of building the school community by reforming teacher meetings for classroom instruction. The improvement of teacher meetings was focused on opening classrooms to colleague teachers and holding a meeting of teachers after the open classrooms observed. It was believed to be conducive to building school community through enhancing professional development and collegiality of teachers. Principles and practical Methods for teacher meetings for classroom instruction were recommened to the reachers in the B pilot school. The results of this study are summarized as follows. First, the possibilities of building school community by reforming the teacher meetings can be found in the possibility of the teacher meetings become as the core of school culture, the development of collegiality of teachers through the methods and contents of the teacher meetings, and the teachers' efforts to build a learning community based on the experiences in the teacher meetings. Second, the limitations of building school community by reforming the teacher meetings might come from some problems. These problems involve in the external attraction such as the merit points and the lack of administrational support, perspectives and traditional practice to the teacher meetings, conservative teacher culture of teachers, political pressure from educational administration office, teacher circulating mobility policy, and a shortage of principal's inadequate leadership.