온라인 교사공동체의 협력적 전문성 개발 : 인디스쿨 사례연구
Collaborative Professional Development of Online Teacher Community
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초록
본 연구는 온라인 교사공동체에서 교사 전문성 개발이 어떻게 이루어지는 그 실제를 탐구하는 데 목적을 두었다. 이를 위하여 인디스쿨을 사례로 선정, 인디스쿨에서 이루어지는 교사들의 전문성 개발 활동과 그 특징을 탐구하였다. 연구 결과, 인디스쿨 온라인 교사공동체에서는 온․오프라인 연수는 물론이고, 교사들 간의 자료 공유, 문제 협의, 정서적 지지 등 다양한 활동을 통해 전문성 개발이 이루어졌다. 이는 전통적인 접근방식과 뚜렷한 차이를 드러내는데, 인디스쿨 온라인 교사공동체에서 이루어지는 교사 전문성 개발의 특징으로 교사들의 협력적 전문성 개발, 실천의 필요에서 비롯되어 실천의 개선을 목적으로 하는 전문성 개발, 교육현장에서 일상화된 전문성 개발, 개개인의 학습요구를 제때 충족시키는 전문성 개발 등을 들 수 있다. 인디스쿨 온라인 교사공동체는 종래 개인주의적 접근방식에서 탈피하여 온라인상에서의 협력적 전문성 개발이라는 새로운 접근방식을 제시한다. 동시에 협력의 문제를 교사 전문성 개발의 주요 쟁점으로 제기한다.
Abstract
The purpose of this study is to explore professional development in online teacher communities. For this purpose, Indischool, an online teacher community, was selected and Indischool teachers' professional development activities and its characteristics were investigated. Various methods were used to collect the data, including the observation of online activities in Indischool website, interviews with Indischool teachers, and gathering the artifacts made by Indischool teachers. The findings showed that professional development in Indischool online teacher community was distinctively different from the traditional approach. First of all, regarding the professional development activities, workshops were not popular with Indischool teachers, unlike the traditional approach. Instead, sharing the resources, collaborative problem solving, and moral support were the major professional development activities. The professional development in Indschool was collaborative, practical, immediate, and ongoing. Based on these findings, a community approach to professional development was discussed.
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