미국의 교직입문 프로그램이 우리나라 초임교사 현직교육에 주는 시사점
Understanding Comprehensive Induction Programs in the U.S.A. and Implications on In-Service Programs for Beginning Teacher in Korea
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본 연구는 미국 초임교사 입문프로그램과 한국의 초임교사 현직교육의 현황을 살펴보고 이를 통해 우리나라 초임교사 현직교육에 주는 시사점을 얻는 것을 목표로 하였다. 30여 년 동안 시행착오를 통해 발전해 온 미국 초임교사 입문프로그램으로부터 얻은 시사점은 첫째, 다른 현직교육 프로그램과 연계된 입문 프로그램을 개발할 필요가 있을 것이다. 둘째, 현장에서 필요로 하는 실효성 있는 입문 프로그램으로 구성할 필요가 있을 것이다. 셋째, 초임교사나 경력교사의 자발적 참여를 이끌어 낼 수 있도록 수업시수와 행정적인 업무를 줄여주거나 초임교사와 경력교사가 정기적으로 만날 수 있도록 시간과 공간을 확보해 주는 등의 환경을 조성해 줄 필요가 있을 것이다. 넷째, 입문프로그램의 명확한 시행주체에 의한 체계적이고 지속적인 프로그램의 질 관리가 필요할 것이다. 다섯째, 입문프로그램 운영에 있어 핵심적인 활동에 대해 표준을 세워 전체적으로 구조화를 시킬 필요가 있을 것이다. 여섯째, 입문프로그램을 교원의 생애발달 측면에서 바라보고 프로그램 내용을 개발할 필요가 있을 것이다.
Abstract
This study aims to understand induction programs in the U. S. A. and to find some implication on In-service programs for beginning teachers in Korea. Though beginning teachers in Korea receive several training during the first year of their teaching, those programs are mainly composed by lecture and are not related to everyday classroom. Beginning teachers do not receive enough practical support through the training. Since induction programs in the U. S. A. have been practiced for more than three decades, it is valuable to observe and examine the program and find some implication. Through this paper several implications are suggested. First, beginning teacher training should be organized as a part of systematic in-service teacher training. Second, beginning teacher training should be practical and functional to be practiced in their classroom. Third, it needs to produce circumstances in which both beginning and experienced teachers can join various induction activities such as reducing class time and administrative responsibility. Fourth, it needs to have a obvious governing body in order to have continuous and systematic quality control of induction program. Fifth, it needs to establish standards with regard to critical activities of induction program such as teaching standard, mentor selection standard, formative assesment standard, and program evaluation standard. Sixth, it needs to develop induction program in the aspect of lifelong learning of teachers.
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