반성적 교사교육의 허(虛)와 실(實)
The Fallacy and Possibilities ofReflective Teacher Education
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반성적 교사교육이 전통적 교사교육의 한계를 극복하는 대안으로 주목을 받고 있는 이때, 본 연구는 반성적 교사교육을 비판적으로 고찰하고 반성적 교사교육이 교사교육에 주는 시사점을 논의하는 데 목적을 두었다. 이를 위해 본 논문에서는 첫째 반성적 교사교육의 이론적 기초를 제공한 Schn의 반성론을 고찰하고, 둘째 전통적 교사교육의 대안으로 대두된 반성적 교사교육이 지향하는 교사교육의 모습이 어떤 것인지 반성적 교사교육의 원리를 고찰하고, 셋째 최근 반성적 교사교육의 위기를 지적하고 그 문제를 고찰한 후, 마지막으로 반성적 교사교육이 교사교육에 주는 시사점을 논의한다.
Abstract
In recent years the reflective teacher education has been considered to be an alternative paradigm for teacher education that overcomes the problems of the traditional teacher education. The present study explores the fallacy and possibilities of reflective teacher education. First, this study examines the Schön's conception of reflection which provides a conceptual framework for the reflective teacher education. Second, this study investigates the guiding principles of reflective teacher education -- the reflective practitioner, the integration of knowledge and practice, and individual and group reflection. Third, this study describes the current crisis in the reflective teacher education and discusses the problems of reflective teacher education which includes the orders of reflection, reflective journals and narratives as the devices of reflection, and the technical and instrumental approach to reflection. Finally, this study explores the implications of the reflective teacher education for teacher education and argues that educating the reflective practitioner means to educate teachers to become action researchers, teacher educators, and collaborative learners.
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