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반성을 통한 교사 전문성 신장을 위한교사 교육: PDS

Professional Development Schoolas a Way of Development of Teacher Professionalismthrough Reflection

유솔아
한국교원교육학회 (The Korean Society For The Study Of Teacher Education)|2005.12|한국교원교육연구 (The Journal of Korean Teacher Education)|제22권 제3호|pp. 97-122

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참고문헌

키워드

Professional Development협력Learning CommunityReflection학습공동체교사 교육CollaborationTeacher Professionalism교사 전문성반성(Reflection)PDS(Professional Development School).Professional Development School.
주제분류교육학

초록

본 연구는 교사 전문성 신장을 위한 교사 교육의 유효한 접근을 탐색하는 데 목적이 있다. 이를 위해 첫째, 교육과정 실행의 주체로서 교사의 역할이 강조되고 있는 교사 실행 중심 교육과정의 의미를 살펴보고 이에 따른 교사 역할과 전문성을 고찰하였다. 둘째, 교사의 전문성 논의에서 핵심 개념이 되는 ‘반성’의 개념과 특징을 검토하고, 교사 교육에서 '반성'의 중요성과 반성의 장으로서 학습공동체가 갖는 의미를 탐색하였다. 셋째, 학습공동체 장으로서 PDS의 개념과 특징을 고찰하고, PDS가 교육과정 실행 주체자로서의 교사 역할이 요구되는 시점에서 반성을 통해 교사 전문성 신장을 꾀할 수 있는 교사 교육의 유효한 접근임을 밝혔다.

Abstract

The purpose of the study was to explore the professional development approach for teacher professionalism and the efficient implementation of curriculum. To do so, (1) the meaning of teacher-oriented curriculum was examined and what roles and professionalism should be required was discussed, (2) the meaning of ‘reflection’ assumed the main element of professionalism was investigated related to the learning community in aspects of context and collaboration, and (3) PDS was suggested as one of the efficient professional development models to promote teacher professionalism through their reflection in the real context required both collaborative research and teaching.

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