교사전문성 개발 활동 효과에 관한 메타 분석

허주,최원석 한국교원대학교 교육연구원 2019 敎員敎育 Vol.35 No.2

The purpose of this study was to identify effect size of teacher professional development through a meta-analysis, and compare the effect size difference between institution centered and teacher centered professional development, if any. Total of 14 related studies (k=66) were included in the analysis, which were published research articles and Ph. D. dissertations. The result were, first, average effect size of teacher professional development was 0.669 which was statistically significant, second, although it was not statistically significant, the average effect size of teacher centered professional development activity (1.084) was bigger than institution centered professional development activity (0.673), and finally heterogeneity of the related studies was high, which was found related to the theme area (duration) of professional development. These results suggest, first, more studies related to the effect of teacher professional development needs to be conducted. Second, long-term teacher centered professional development activities can be more beneficial than short-term and event-like institution centered professional development. Finally, studies related to teacher professional learning community, which is gaining attention as a form of teacher centered professional development, need to more focus on identifying actual effects and provide systemic and practice-based measures. 본 연구는 메타분석을 통해 교사전문성 개발 활동의 효과를 종합하고, 기관중심 및 교사중심 전문성 개발 활동 간의 효과크기를 비교하고자 하였다. 이를 위해 국내에서 발간된 학술지 및 박사학위논문 총 14편(k=66)을 대상으로 메타분석을 실시하였다. 연구 결과 첫째, 교사전문성 개발 활동효과의 평균 크기는 0.669였으며 이는 통계적으로 유의하였다. 둘째, 기관중심 교사전문성 개발 활동(0.673)에 비해 교사중심(1.084)의 평균적 효과 크기가 더 큰 것으로 나타났으나 이는 통계적으로 유의하지는 않았다. 셋째, 효과 크기 연구들 간에는 상당한 이질성이 존재했으며, 전문성 개발활동 주제 영역(활동 밀도)이 이질성과 연관되어 있는 것으로 확인되었다. 이러한 연구 결과를 통해 다음의 시사점을 제시하였다. 첫째, 교사전문성 개발 활동의 효과에대한 연구가 보다 활발해 질 필요가 있다. 둘째, 단발적이고 단기적인 기관중심 연수보다는 장기적으로 운영될 수 있는 교사중심 전문성 개발 활동이 효과적인 측면에서 보다 유리할 수 있다. 마지막으로 교사중심 전문성 개발 활동 중 최근 부각되는 전문적학습공동체에 대한 효과성 분석 연구를 통해 보다 체계적이고 실제적인 운영 방안의 마련이 필요하다.

유아교사의 전문성발달과 교수몰입도의 경향 및 관계

김해현 이화여자대학교 이화어린이연구원 2017 영유아교육: 이론과 실천 Vol.2 No.3

This study aims to identify a general tendency and difference by variable of early childhood teachers' professional development and teaching flow. Also, it examines relationship among their professional development and teaching flow. This study was conducted with 277 teachers working at child educational organization in a capital area. Research findings are as follows. Firstly, professional development of early childhood teachers showed a higher level than the average. As for career and educational level of teachers, there was a significant difference in the entire professional development and sub-factors. Also, as for age there was a significant difference in self-understanding development and ecological development of the sub-factor of professional development. Teaching flow of early childhood teachers showed a level a little higher than the average. As for teachers' age, career and educational level, there was significant difference in the entire teaching flow and sub-factors. That is, the higher age and career were, the higher professional development and teaching flow were. In terms of the educational level, teachers with a master’s degree and under the degree performed higher professional development and teaching flow. Secondly, as a result of identifying relationship among early childhood teachers' professional development and teaching flow, there were positive correlations between professional development and teaching flow. This study suggests that measures for supporting their professional development should be prepared and their professional development should be improved for increasing their teaching flow that results in their professional development. 본 연구는 유아교사의 전문성발달과 교수몰입도의 전반적인 경향과 변인에 따른 차이를 알아보고, 전문성발달과 교수몰입도 간의 관계성을 밝히는 것을 목적으로 하였다. 이를 위해 서울 및 경기 지역에 근무하는 유아교사 277명을 대상으로 설문조사를 실시하였으며, 연구도구는 유아교사의 전문성발달수준과 교수몰입도 측정을 위한 평정척도를 활용하였다. 연구결과를 살펴보면, 첫째, 유아교사의 전문성발달은 보통보다 높은 정도의 수준으로 나타났다. 유아교사의 전문성발달과 교사의 변인과의 관계에서 경력과 교육정도는 전문성발달 전체와 하위요인 모두에서 유의한 차이가 있었고, 연령은 전문성발달 전체와 하위요인 중 자기이해의 발달, 생태적 발달과 유의한 차이가 있었다. 유아교사의 교수몰입도는 보통보다 약간 높은 정도의 수준으로 나타났다. 유아교사의 교수몰입도와 교사의 변인과의 관계에서 연령, 경력, 교육정도는 교수몰입도 전체와 하위요인에서 유의한 차이가 있었다. 즉, 연령, 경력이 높아질수록 전문성발달수준과 교수몰입도가 높아졌으며, 교육정도에서는 특히 대학원 재학 이상이 전문성발달수준과 교수몰입도가 높았다. 둘째, 유아교사의 전문성발달과 교수몰입도 간의 관계에서 유아의 전문성발달과 교수몰입도는 전반적으로 높은 정적상관을 보였고, 전문성발달 모든 하위요인과 교수몰입도 모든 하위요인에서 유의한 정적상관을 보였다. 즉, 유아교사의 전문성발달과 교수몰입도는 서로 간에 높은 정적상관을 보였다. 본 연구결과는 유아교사의 전문성발달과 교수몰입도를 위해 지원할 수 있는 방안의 마련과 유아교사의 전문성발달 증진과 교수몰입도 향상의 필요성을 시사한다.

유치원 교사의 전문성 발달과 지식의 기초에 관한 요구와의 관계

김청숙 한국교원대학교 유아교육연구소 2010 한국유아교육연구 Vol.12 No.-

본 연구의 목적은 교사의 전문성 발달과 지식의 기초에 관한 요구를 살펴보고, 이러한 전문성 발달과 지식의 기초에 관한 요구가 교사의 경력에 따라 차이가 있는지 알아보고, 전문성 발달 정도와 지식의 기초에 관한 요구 간에는 어떠한 관계가 있는지를 알아보고자 하는 것이다. 본 연구의 대상은 강원도 교육청 관내 소재 공립유치원에 재직 중인 원감, 교사 461명으로 전문성 발달은 보통 이상으로 경력에 따라 차이가 있으며, 지식의 기초에 관한 요구는 보통 이상으로 경력에 따라 전체요구에서는 차이가 없으며, 하위영역인 교육 및 사회현상에 대한 이해, 유아교육 현장에 대한 이해, 연구능력에서 차이가 있다. 전문성 발달과 지식의 기초에 관한 요구 간에는 경력을 통제 한 후 살펴본 결과 보통의 정적 상관이 있으며, 연구능력에서 가장 높은 상관을 보였다. The purpose of this study was to examine the professional development of teachers, their needs for the basis of knowledge, the relationship of their career to professional development and needs for the basis of knowledge and the relationship between their professional development and needs for the basis of knowledge. For the purpose, following research questions were set up. 1. How about the specialty development of the teacher, Is there a difference by a career? 2. How about the demand about the basics of knowledge, Is there a difference by a career? 3. How about the relations with the demand about the specialty development rank of the teacher and the basics of knowledge? The subjects in this study were 461 assistant principals and teachers in public kindergartens under the umbrella of the Gangwon-do Office of Education. An instrument used in this study to assess the professional development of the kindergarten teachers was Baek Eun-joo & Cho Boo-kyung(2004)'s inventory, and the other used to evaluate their basis of knowledge was Cho Boo-kyung, Park Eun-hye & Lim Seung-ryeol (1998)'s inventory. As to data handling, F-test was carried out to check their professional development and needs for the basis of knowledge, and Duncan test was utilized to make a post-hoc analysis. To look for connections between the level of their professional development and needs for the basis of knowledge, partial correlation coefficients were after having controlled a career. The research of this study were as followings: First, the professional development of the teachers was above the average in general. They scored highest in development of knowledge and knowhow, followed by ecological development and development of self-understanding. In regard to overall professional development by career, the teachers whose length of career was between 11 and 20 years ranked first, followed by those with 20 years or more of career, those with six to 10 years of career and those with five years or less of career. The intergroup gaps were significant. In terms of the three aspects of professional development, there were significant gaps in all the three aspects of professional development that involved development of knowledge and knowhow, development of self-understanding and ecological development. Second, they had strong needs for the basis of knowledge, which was above the average. They were most in need of understanding of children, followed by communication skills, research ability, understanding of the early childhood curriculum, understanding of kindergarten teacher professionalism, understanding of actual early childhood education, and understanding of educational and social phenomena. Concerning their overall needs for the basis of knowledge by career, the teachers whose length of career was between 11 and 20 years called for the basis of knowledge the most, but the gap between them and the others was not significant. As for the subfactors of needs for the basis of knowledge by career, career made a significant difference to their needs for understanding of educational and social phenomena, needs for under- standing of actual early childhood education and needs for research ability. Third, when the relationship between their professional development and needs for the basis of knowledge was investigated by keeping career in control, there was a positive correlation between the two(r=.42). The level of professional development had a positive correlation to the subfactors of needs for the basis of knowledge(r=.20 to r=.41). Among the subfactors of needs for the basis of knowledge, that was most closely linked to needs for research ability, followed by needs for understanding of kindergarten teacher professionalism, needs for communication skills and needs for understanding of the early childhood curriculum. Regarding the relationship between the three aspects of professional development and the subfactors of needs for the basis of knowledge, development of knowledge and knowhow and development of self-understanding had the closest correlation to needs for research ability, and ecological development had the strongest correlation to needs for communication skills.

영유아교사 전문성 관련체제 고찰: 미국, 영국, 호주를 중심으로

김명순,신윤승,이세원,서재화 한국보육지원학회 2016 한국보육지원학회지 Vol.12 No.4

This study examined professional development systems in America, England, and Australia, and devised ways to enhance early childhood teachers' professional development in Korea. To suggest effective ways to improve current professional development system and its operation, this research aimed to investigate first, advanced professional development systems and policies in three countries, America, England, and Australia, second, the process of teacher qualification and requirements for acquiring teacher credential and its maintenance, and lastly, the effort of quality control for professional development, its operation, and evaluation systems in three countries. Based on the analysis of the three country’s systems, five solutions for effective professional development are suggested. First, it is necessary to differentiate requirements for teachers by the level of teacher credentials. Second, an incessant training process for professional development is required. Third, an individualized professional development plan should be set for an individual teacher for the best outcomes in professional competence. Fourth, instructors for professional development trainings are needed to ensure the quality of training. Lastly, individuals, organizations, and policy and its operation systems need to be considered holistically as a whole in the perspective of convergence in policy making and its operation for effective professional development.

Building a collaborative community : Professional development design prinicples for technology integration into curriculum for students with mild disabilities 협조적 공동체의 조성을 위하여

Chung, Hae-Jin 이화여자대학교 특수교육연구소 2003 특수교육 Vol.2 No.1

최근에 출간된 교육부 보고서에 따르면, 특수학교를 포함한 각 학교의 컴퓨터 보급률은 지속적으로 증가하고 있다. 이러한 증가 추세에도 불구하고, 교사들의 극히 제한적인 테크놀로지의 활용에 관한 지적은 여전히 계속되고 있다. 이에 대한 원인으로 교사개발 프로그램(professional development program)과 같은 적절한 지원의 부족이 언급되어 왔다. 또한, 보다 거시적인 관점에서 설명하려는 노력의 일환으로 테크놀로지 통합(technology integration)을 주도하는 연구자들의 학교의 문화나 구조에 대한 이해의 부족 역시 그 원인으로 제시되고 있다. 본 논문의 목적은 교사들의 충분치 못한 컴퓨터의 활용이라는 문제의 해결을 위한 노력으로서 학교의 문화와 구조에 대한 이해를 반영하는 교사개발 프로그램 설계의 기본 원리를 제시하고자 한다. 이 원리들은 관련 문헌의 고찰과 교사개발 분야의 저자의 경험에 근거하여 개발되었다. 이 교사개발 프로그램 설계 원리들은 크게 내용과 과정의 두 범주로 나뉘어 제시된다. 첫째 범주는 교사개발 프로그램의 내용에 관련되는 원리들로서 테크놀로지 통합이 목적이라면 테크놀로지 자체에 초점을 두는 것이 아니라 통합의 대상이 되는 교육과정의 공동 개발에 초점을 두어야 한다는 점을 주안점으로 하고 있다. 둘째는 교사개발 프로그램의 과정에 관한 범주로 교사 간 그리고 연구자와 교사 사이의 협조적 공동체의 조성과 관련된 원리들을 포함하고 있다. 협조적 공동체의 조성을 통해 해당 학교의 문화와 구조에 대한 이해와 공감대의 형성이 가능하고, 이를 토대로 보다 현실적이고 지속적인 데크놀로지 통합을 위한 교사개발 프로그램의 운영의 가능성을 전제로 한다. Despite the fact that more technology is available in schools, teachers' use of technology in the classroom still shows a broad variation. The purpose of this article is to generate principles that can be used to guide the design and implementation of professional development that facilitates teacher change toward the integration of technology. The principles are drawn from the works of leaders in the school change and professional development field and author's own experience in developing and implementing professional development programs. Principles are categorized in two groups, including content and process of professional development.

교사 연수와 수업 전문성 발달

김찬종(Kim, Chan-Jong) 서울대학교 교육종합연구원 2009 교육연구와 실천 Vol.75 No.-

교사의 수업 전문성에 대한 관심이 커지고 있다. 수업 전문성은 양성과정에서 시작하여 교사의 전 생애를 통해서 발달되고 변화된다. 교사 연수나 전문성 신장 프로그램 참여 경험은 이의 발달을 위한 좋은 계기나 자극이 되기도 한다. 이 연구에서는 교사의 수업 전문성에 대한 연구 성과를 통하여 수업 전문성의 특성과 발달, 그리고 교사연수의 영향에 대해서 알아보는 것이다. 수업전문성에 대한 이해는 과정-결과 모형과 같은 학생의 성취에 영향을 주는 특정한 기능이나 성향 파악에서 보다 복합적인 PCK, 실천적 지식 등으로 확장되어 왔다. 교사는 생애 주기별로 독특하고 특정한 발달 단계를 겪는다. 이는 개인의 지향과 특성 그리고 근무 상황에 따라 달라지며 우리나라 교사들은 전문적인 발달보다는 현장 적응적인 특성과 경험과 시행착오를 통한 제한적인 발달을 한다. 교사의 수업 전문성 발달에서 결정적 경험과 반성이 매우 중요한 역할을 하므로 이를 제공하는 것이 중요하다. 또한 교사들은 매일 매일의 수업을 실행하면서 실천적 반성을 통해서 지속적인 변화를 겪는다. 교사들의 수업전문성 향상을 위해서는 연수에 대한 부정적인 인식 극복, 수업 전문성에 대한 연구 성과를 활용한 교사 재교육 실행, 교사의 자발적 연구 모임 활성화, 학교의 발전과 교사의 전문성 신장을 연계, 교사들이 발달 단계에 적합한 연수 프로그램을 제공, 현장의 필요와 교사의 요구를 기반으로 한 발달 기회를 제공해야 한다. professional teaching ability receives more attention than ever. It is developing and changing throughout teachers entire career, beginning from the teacher education college. Attending in-service education or professional development workshop may provide effective opportunity or stimulus. By summarizing research on teachers professional teaching ability, the characteristics and development of professional teaching ability and the effects of in-service education on this are explored. Professional teaching ability had been understood based on process-product model. Recently, more comprehensive approach, such as PCK, practical knowledge have been developed. Teachers experience unique developmental process throughout career. It depends on personal orientations characteristics and working context. Korean teachers develop by adaptation and trial-and-error. In professional teaching ability development, critical experience or incidents play important role. It is important to provide such experience to teachers. Teachers also develop and experience continuous change from reflection-in-action in everyday teaching. For developing professional teaching ability, overcoming negative perception of teachers on in-service education, developing and administrating professional development program based on research, activating teachers spontaneous study meetings, connecting school development and teachers professional development, providing professional development program appropriate to teachers developmental stage, and based on needs and demands of teachers.

유치원 교사의 자기성찰지능 및 전문성발달의 경향 및 관계

최상희 이화여자대학교 이화어린이연구원 2018 영유아교육: 이론과 실천 Vol.3 No.1

The purpose of this study was to investigate the differences in intrapersonal intelligence and professional development by kindergarten teachers’ background variables, and to determine how the kindergarten teachers’ intrapersonal intelligence was associated with their professional development. For this purpose, 210 kindergarten teachers from Seoul, Gyeonggi and Incheon were participated in the study. The results were as following. First, the differences in intrapersonal intelligence by variables are as follows: Intrapersonal intelligence in general, self-understanding, self-control and utilizing and self-planning differed significantly by both career and education level. Intrapersonal intelligence in general and each of its sub-factors differed significantly by institution type. Second, the differences in professional development by variables are as follows: Professional development in general and each of its sub-factors differed significantly by career. Professional development in general and knowledge and skill development and ecological development among its sub-factors differed significantly by education level and institution type. Third, as for the association between kindergarten teachers’ intrapersonal intelligence and professional development, positive correlations were found among intrapersonal intelligence in general and each of its sub-factors and among professional development in general and each of its sub-factors. The intrapersonal intelligence in general of kindergarten teachers showed a significantly positive correlation with their professional development in general. This study aimed to give a better understanding of intrapersonal intelligence and professional development, and to provide basic data for identifying the importance of intrapersonal intelligence for kindergarten teachers. The results of this study suggest the need of drawing up plans to improve the intrapersonal intelligence of kindergarten teachers. 본 연구는 유치원 교사의 배경변인에 따른 자기성찰지능과 전문성발달의 차이를 살펴보고, 유치원 교사의 자기성찰지능과 전문성발달 관계를 알아보는 것을 목적으로 하였다. 이를 위하여 수도권 지역의 유치원에서 근무하는 교사 210명을 대상으로 자기성찰지능과 전문성발달 수준을 측정하는 설문조사를 실시하였다. 연구결과는 다음과 같다. 첫째, 유치원 교사의 배경변인에 따른 자기성찰지능은 경력 및 교육정도에 따라서는 자기성찰지능 전체와 하위요소 중 자기이해, 자기조절 및 정서활용, 자기설계에서 유의미한 차이가 나타났다. 기관유형에 따라서는 자기성찰지능 전체와 모든 하위요소에서 유의미한 차이가 나타났다. 둘째, 유치원 교사의 배경변인에 따른 전문성발달 수준은 경력에 따라서는 전문성발달 전체와 모든 하위요소에서 유의미한 차이가 나타났다. 교육정도 및 기관유형에 따라서는 전문성발달 전체와 하위요소 중 지식과 기술 발달, 생태적 발달에서 유의미한 차이가 나타났다. 셋째, 유치원 교사의 자기성찰지능과 전문성발달 간의 관계를 살펴본 결과, 유치원 교사의 자기성찰지능 전체 및 모든 하위요소와 전문성발달 전체와 모든 하위요소 간에 정적 상관이 있는 것으로 나타났다. 본 연구결과는 자기성찰지능 및 전문성발달에 대한 이해를 돕고, 유치원 교사의 자기성찰지능의 중요성을 파악하는 기초 자료를 제공하는데 의의가 있으며, 유치원 교사의 자기성찰지능을 높이는 방안이 필요함을 시사한다.

Self-Directed Learning: Exploring the Continuous Professional Development of Native English-Speaking Teachers in South Korea

Christopher Binnie,Joshua Wedlock 아시아테플 2022 The Journal of Asia TEFL Vol.19 No.3

It has been argued that self-directed professional development is a necessary component of continuous, lifelong teacher learning. Research has predominantly focused on top-down, institution-mandated professional development, however, a paucity of data exists concerning self-directed teacher professional development. Therefore, the aim of this project was to explore the self-directed professional development that native English-speaking teachers (NESTs) in South Korea engaged in, as well as assess if these behaviors matched their stated beliefs about self-directed professional development. Employing a mixed-methods approach, data was collected from 56 teachers who completed online questionnaires, and 11 teachers who participated in follow-up interviews. Analysis revealed that in the 12 months prior to the study, only 35 teachers engaged in self-directed professional development. Findings indicated that the teachers who held education degrees and were interested in an EFL/ESL career were the most likely to engage in self-directed professional development. Of the participants that did not engage in self-directed professional development, the preeminent factors hindering involvement were a lack of ambition and/or ambivalence, lack of necessity, a shortage of career advancement prospects, and the COVID-19 pandemic. It could be concluded that most NESTs in the study did not engage in enough professional development to increase student learning outcomes.

미국 역사 교사 연수프로그램의 설계 및효과 평가 사례 분석

이미미 한국역사교육학회 2015 역사교육연구 Vol.- No.23

실질적인 교육 개혁을 수행하는 주체가 교사라는 점에서 교원 연수는 역사 교수·학습의 질적 제고에 있어 중요한 기재이며, 체계적이고 지속적인 연구가 필요한 영역이다. 본 연구에서는 효과적인 교사 연수와 관련한 선행 연구를 분석하여 효과적인 교사 연수 프로그램의 4가지특성을 정리하고, 이러한 특성을 반영하여 역사 교사 연수 프로그램을 설계한 3개 사례를 분석하였다. 효과적인 교사 연수 프로그램은 (1) 장기적·지속적이며, (2) 현장에 뿌리를 두고 있고, 단순 지식 전달이 아닌 교사 탐구를 중요시한다. 또한 (3) 연수에 참여한 교사 간, 그리고참여 교사와 연수 담당자 간 협력적 관계를 중시하고, (4) 구체적 교과 내용을 바탕으로 학생이 정말로 무엇을 배웠는지에 초점을 둔다. 3개 역사 교사 연수 프로그램 분석을 통해서는 이와 같은 특성을 적용한 다양한 방식의 설계를 확인하였고, 연수 프로그램 효과를 평가하는 방법에서 나타나는 특징과 한계를 살펴보았다. 나아가 분석 결과에 기초하여 차후 우리의 교사연수 프로그램의 설계 및 평가에 활용할 수 있는 시사점을 도출하였다. Professional development is often regarded as a key in bringing educational reforms. The scholarly interests in professional development research, thus, rose sharply during past decades. This study asks what qualities effective history teacher professional development should have and how we can construct one and evaluate its effectiveness. Previous studies argue that effective professional development programs are (1) long-term and sustained, (2) focuses on classroom practices and provided multiple opportunities to practice the new content and skills introduced in professional development. They also emphasize (3) building a collaborative environment which enables and sustains teacher learning and (4) focusing on content areas and student learning. This study analyzed three cases of a professional development program for history teachers which employed these qualities of effective professional development. The case analysis focused on the design and evaluation of each program. The analysis demonstrated various ways putting these qualities into a program along with multiple methods of evaluating the program effectiveness. The implications for Korean history teacher professional development are discussed based on the analysis results.

The formalisation of professional development amongst translators and interpreters: Practices in five predominantly Anglophone countries with a focus on Australia

Jim Hlavac,Shani Tobias,Lola Sundin,Simon Knowles,Alex Avella Archila 이화여자대학교 통역번역연구소 2023 T&I review Vol.13 No.1

Professional development has become standard practice for many occupational groups. While for some it may be a matter of individual choice, there are often a number of factors and entities that have a stake in the provision of or need for professional development, e.g. professional associations, industry regulatory bodies, training providers, consumer groups, employer representative groups and even governmental authorities. This paper employs the term ‘player’ as a generic term to encompass these different interest groups. This paper then examines the place that professional development has amongst organisations that certify, credential or register interpreters and/or translators to practise professionally. Based on a sample of 12 organisations, we find that five of them have professional development as a requirement for continuing practice, for four organisations it is voluntary and for three there is insufficient information. Comparison shows that the player role of professional association is supportive of professional development, but the most decisive factors were non-involvement as a provider and specific country. Further, we focus on Australia where the major player recently introduced mandatory professional development. Here, we report high rates of uptake not only amongst those who are certified, but also amongst those who are not. (Monash University, Australia; Swinburne University, Australia)