학생 주도적 수업 실현을 위한 교사 주도성의 의미와 전문학습공동체의 역할 : IB 프로그램을 중심으로

다국어 초록 (Multilingual Abstract)

The purpose of this research was to explore the meaning of ‘teacher agency’ in terms of the teacher expertise required for student-led learning and to clarify its organic relationship with the role of professional learning communities. The research method involved a literature review examining the meaning of ‘agency’ in student-led instruction. It then applied an ecological approach theory to consider the relational and temporal dimensions of ‘teacher agency’ within the context of student-led learning and teacher professionalism as emphasized by the IB program. Building on this, the study examined, through the experiences of IB program practitioners, how participation in professional learning communities contributes to the competencies and practices needed to realize student-led instruction.
The results revealed that ‘teacher agency’ and ‘student agency’ are not mutually exclusive but are interconnected in a mutually reinforcing manner. Teachers demand diverse competencies, including leadership that involves self-directed participation in unit designs developed collaboratively within the professional learning community, grounded in practical knowledge and their own philosophical beliefs.