바람직한 교사상에 기초한 종교교사양성 방안연구

장화선 한국기독교교육학회 2011 기독교교육논총 Vol.27 No.-

This article explores teachers education of religion in the perspective Christian education in Korea. In this paper I attempted to describe the views of images of teachers, images of teachers in current society, teachers of religion as professionals, and tasks of teachers. The history of teachers education, educational goals and curriculum of one department of Christian education are described. Changes of subject of religion as basic courses since 1999 and managements of subject of religion in school are discussed in this paper. Strategies of teachers education of religion, pre-teachers education and practice of teachers education, and a case of Christian educational department of A University are described. This article suggests that educational talents and professional quality should be brought out consistently, the identity of Christian education is needed to be keeping in the department, and the subject which is related to Christian faith is needed in Christian schools. 본 연구는 기독교교육의 관점에서 종교 교사의 양성을 위한 방안을 논의하기 위해, 먼저 교사상에 대한 입장과 현대 사회에서의 교사상, 전문직으로서의 종교 교사, 교직의 과업에 대하여 서술한다. 본 연구는 종교교사 양성의 현실을 살펴보기 위해 교사양성의 역사, 종교교사 양성 사례로서 학과의 교육 목표, 교육 과정을 소개한다. 본 연구는 양성과정의 종교교과에 대하여 기본이수과목으로서의 종교교과의 변화를 입학자 연도에 따라 소개하고, 학교 현장에서의 종교교과 운영을 서술한다. 마지막으로 종교교사 양성의 방안을 일반교육의 관점으로 사전교사교육과 실무교사교육으로 나누어 논의하며, 기독교교육의 관점으로 A 대학교에서 운영하는 사례를 서술하였다. 본 연구는 현재 종교교과에 대한 예비 교원을 양성하는 기독교교육과는 학생들로 하여금 교육적 소양을 기르고 종교 교육자로서의 전문적 자질을 갖출 수 있도록 노력을 하여야 함을 제언한다. 뿐 만 아니라 기독교교육과의 교육과정에서 교직과목과 종교교과 관련 이수과목으로 인한 기독교교육 전공과목 이수의 감소 현상 가운데에서도 기독교교육과 지녔던 본래의 정체성을 잃지 않음도 강조한다. 더 나아가 '종교‘ 예비교사들이 훗날 학교 현장에서 종교교육자로 일할 수 있도록 기독교학교에서 ‘기독교 신앙과목’과 관련된 과목의 개설을 요구한다.

한·중 교원양성대학 교육과정 비교

김향란 한국교원대학교 교육연구원 2010 敎員敎育 Vol.26 No.6

본 연구는 직전 교사교육의 질적 향상에 대한 필요성을 인식하고, 한국과 중국 교원양성대학의 교육과정을 비교· 분석하여 양국 교사교육의 특징을 이해하고 개선을 위한 시사점을 제시하는 데 목적이 있다. 이를 위하여 교원양성대학의 교육목표, 현행 교육과정의 편성·운영체제와 각 영역별 교과목에 대해 비교·분석하였다. 한국과 중국은 모두 목적형의 교원양성방식을 취하고 있으며 목표의 진술, 교육과정의 편성과 운영에서 많은 공통점을 보이고 있다. 차이점으로는 총 이수학점에서 중국은 한국보다 더 많은 학점을 요구하고 있는 반면에 전체이수학점 중 자유선택영역의 이수학점은 한국의 대학에 비해 훨씬 적었다. 또한 각 영역 학점의 배분에서 중국은 교양영역과 교과내용학 영역에 상대적으로 많은 학점을 두고 있다. 따라서 교사의 전문성 향상을 위한 교육과정의 편성에서 교육학 및 교과교육학 영역에 더 많은 관심을 가지고 효과적인 교사 양성을 위한 교육과정에 대한 이론적 탐구가 지속적으로 이루어지는 것이 바람직하다. The purpose of this study is to review the characteristic of teacher education curriculum between Korea and China and draw its implications for both countries' teacher education. In order to achieve the purpose, this study used the literature analysis to the research title. This study compared the purposes of teacher education university, construction of the teacher education curriculum. The results of this study were as follows:There are some common features in teacher education curriculum between China and Korea such as purposes of education, constituent area of curriculum, and subjects as pedagogy, subject education, practice teaching. There are also differences in teacher education curriculum. China requires more credits for graduation than Korea, but the elective subjects assigns to less credits. It indicates China adopts an exclusive form in teacher education. And in the university of teacher education in China, there are two majors what are normal education major and non-normal education in a department. Hence, the course is mostly similar between two majors. This study clarified better understanding of teacher education. Furthermore, these results will be helpful for improvement university of teacher education curriculum.

교사교육의 개념에 대한 반성적 소고

최성욱 ( Choi Sung Wook ) 한국교원대학교 초등교육연구소 2018 초등교과교육연구 Vol.28 No.-

The identity of teacher education is shaking. There is a constant controversy over what to do and how to do it through teacher education, and the clear direction and criteria to resolve it are also unclear. This seems to be due to the difficulty in finding persuasive arguments that narrow the gap between them, despite the various opinions and arguments about teacher education. This problem particularly begins with a confusion about the notion of teacher and education in teacher education. It is often the case that the identity of a teacher is sought in education, but it is a matter of not being able to overcome the superficiality of the concept of education. In this study, the concept of teacher should be grasped separately from education, and if the identity of teacher is to be found in education, theoretical explanations about education should be preceded. It is also important to note that teachers' education is also homogeneous with the education they experience through teacher education, so there should be no gap between them.

교육대학원의 교원 양성체제에 대한 교원과 교육대학원생의 인식 -순천대학교를 중심으로

김대희,이정우,지영래,박은정 순천대학교 교육과학연구소 2022 현장수업연구 Vol.3 No.1

Due to the recent trend of the decreasing number of students and over-growing teacher education programs, the Ministry of Education has been pushing for a change in the role of the teacher training process. As a result, the Graduate School of Education is trying to convert it to a system fostering the capabilities of existing teachers rather than training new teachers. In the school context, teachers are required to play a variety of roles, such as cultivating career and digital literacy, because of the demand for convergence curriculum guidance and non-face-to-face classes. The consequence has also resulted from consumer-tailored education, the free grade system, the development of information and communication technology, the impact of COVID-19. The Graduate School of Education at Sunchon National University must come up with a drastic development plan by reflecting the results of the previous five-cycle evaluation of teacher education institutions and providing educational services that can strengthen educational capabilities of teachers in schools in the Jeollanam-do region. In order to make it concrete, we conducted an analysis of the results of the five-cycle evaluation of teacher training institutions, an analysis of the reform plan for the teacher training course from the Ministry of Education, a survey of opinions of the professors in the Graduate School of Education, Sunchon National University, and a survey of opinions of the graduate students of education and teachers in the Jeollanam-do region. As a result of the study, the Graduate School of Education at Sunchon National University firstly divided the majors into the teacher education courses for pre-service teachers and professional development for in-service teachers based on the cutbacks in the Graduate School of Education. Second, we encouraged all departments to improve the content and methods of teaching and learning in the Graduate School of Education at Sunchon National University so that teachers and graduate students can develop their teaching skills and abilities in the future. Third, it is necessary to offer integrative majors, which are expected to be in high demand in the future. This will bring about strengthening the competency of pre-service teachers and advancing the graduate school of education. Fourth, newly-coming graduate students should be welcome through specialized doctoral degree (i.e., Doctor of Education or Ed.D.) programs in the Graduate School of Education at Sunchon National University. Lastly, it is imperative to develop professional development courses for in-service teachers to acquire first-grade teacher qualifications at the Graduate School of Education and to cultivate competency of teaching and learning. 최근 학생 수 감소 및 교원의 과다 양성을 개선하기 위해 교육부에서는 교원 양성과정에 대한 역할 변화를 추진하고 있으며, 교육대학원은 신규 교사의 양성보다는 현직 교원의 역량을 함양시키는 체제로 전환시키고자 하고 있다. 학교 현장에서는 수요자 맞춤형 교육의 강화, 자유학년제 도입, 코로나19의 영향 및 정보통신 기술의 발달 등에 따라 진로소양 함양, 융복합 교과 지도 및 비대면 강좌의 요구 증가 등 교사들에게 다양한 역할이 요구되고 있는 실정이다. 순천대학교 교육대학원은 지난 교원양성기관 5주기 평가 결과의 반영 및 전남지역의 교사들의 현장 지도 역량을 강화할 수 있는 교육서비스의 제공 등을 포함한 보다 과감한 발전방안을 마련해 나가야 한다. 이를 구체화하기 위해 교원양성기관 5주기 평가 결과 분석, 교육부의 교원 양성과정 개편 방안 분석, 순천대학교 교육대학원 전공 교수 의견 조사, 순천대학교 교육대학원생 및 순천지역 교사들에 대한 의견조사를 거쳤다. 연구 결과 순천대학교 교육대학원은 첫째, 양성과정 정원 감축에 따라 신입생 지원이 높은 전공과 그렇지 않은 전공을 양성과정과 재교육과정으로 구분하여 운영함으로써 양성과정을 내실화하고, 재교육과정은 융합교육 등을 신설하여 교사들의 관심과 지원을 늘려나가야 한다. 둘째, 교사 및 교육대학원생들이 미래 교육환경의 변화에 맞추어 능력을 함양할 수 있도록 순천대학교 교육대학원의 교수 학습 내용 및 방법들을 개선시켜 나가야 한다. 셋째, 교육대학원의 발전 및 (예비)교사들의 융합교육 역량 강화를 위하여 앞으로 교육 현장에서 수요가 많아질 것으로 보이는 융복합 전공의 개설을 다양화해야 한다. 넷째, 순천대학교 교육대학원에 교육대학원 전문박사(교육학 박사, Ed.D.) 과정을 운영하여 신입생 지원을 확대시켜야 한다. 다섯째, 교육대학원 1급 정교사 자격 취득 연수과정을 교육과정으로 운영하여, 대학원생들의 현장교육 역량을 함양시켜 나가야 할 것이다.

교사의 교육권에 대한 고찰 - 다른 교육 주체들의 교육권과의 관련을 중심으로 -

김상현 ( Kim Sang Hyun ) 한국교육철학회 2020 교육철학 Vol.77 No.-

The recent continuous violations of teachers' rights not only significantly reduce teachers’ satisfaction but also make teachers feel a great sense of atrophy. The infringement of teachers' right to education is not just an issue affecting teachers. The violation of teachers' right to education is a serious problem that has a negative impact on students, teachers, and parents as it can affect not only students' right to study but also their educational outlook. Therefore, efforts to prevent teachers from infringing on their educational rights are very important. As part of this effort, the study noted that teachers, students, and parents need to have a better understanding of teachers' right to education. Therefore, the study discussed the validity of teachers' right to education through discussions that justify teachers' right to education, and then looked at how Korean society recognizes teachers' right to education today. Furthermore, the study attempted to better understand teachers' right to education by reviewing the circumstances in which teachers' right to education should be restricted. Respecting a teacher's right to education means protecting a student's right to be educated, as it is essentially a right exercised to protect and support a student's right to be educated. Therefore, when determining whether a teacher's right to education is restricted, it is first necessary to determine whether the teacher's right to education has been violated, and if the student's right to receive education is to be restricted, it should be limited in the direction of protecting the student's right to education.

한 교사교육자의 학교기반 금융교육 경험에 대한 자문화기술지

이동성,최송이 한국초등교육학회 2023 초등교육연구 Vol.36 No.4

The aim of this paper is to interpretively describe the reality and meaning of a teacher educator's teaching experience related to school-based financial education from the perspective of teacher education. This article adopts autoethnography, a type of qualitative case study, to vividly represent teaching experiences related to school-based financial education from the perspective of teacher education. This article was written analytically and interpretatively by creating 8 codes, 4 sub-categories, 2 categories, and 1 core category through thematic analysis that goes back and forth between data collection and analysis. The research results are briefly presented as follows. Firstly, as a teacher educator, I invited school teachers to financial education by sharing the value and meaning of school-based financial education with teachers and emphasizing teachers' educational capabilities for financial education. Secondly, as a researcher, I looked at the direction of development of school-based financial education curriculum together with school teachers, and discussed an optimized teaching method for school-based financial education. As a result, these two financial education teaching experiences were to realize the possibility of school-based financial education with teachers. The results of this paper enhance school teachers' financial literacy by illuminating a teacher educator's teaching experience related to school-based financial education from the perspective of teacher education, and provide new educational insights into teacher education for the development of school teachers' financial education expertise.

장애영재교육에 대한 교사의 인식

구신실 ( Sin Sil Gu ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.3

본 연구는 장애영재교육에 대한 일반교사와 특수교사의 인식에 대해 분석함으로써, 장애영재 교육에 대한 교사와 교육현장의 관심과 이해를 도모하고, 효과적인 운영 및 발전방안 모색을 위한 기초자료를 제공하는데 궁극적인 목적을 가진다. 이러한 연구목적을 위해 P시에 소재한 4개의 일반학교와 3개의 특수학교에 재직 중인 총 142명의 교사들을 대상으로 조사한 설문지의 결과를 분석한 결과는 다음과 같다. 첫째, 영재교육진흥법에 대해 자격유형과 상관없이 모두 모르겠다는 교사가 가장 많았으며, 알고 있거나 잘 알고 있는 교사들과 큰 차이는 보이지 않았다. 일반교사는 장애영재에 대해 모르는 교사가 더 많았으며, 특수교사는 알고 있는 교사가 더 많아 장애영재에 대한 인지에 있어서 차이를 보였다. 그리고 자격유형과 상관없이 장애영재교육은 대부분 필요하다고 인식하였다. 둘째,장애영재아동의 발생율에 대한 인식은 자격유형과 상관없이 1~5%일 것이라고 응답한 교사들이 가장 많았으며, 장애영재교육의 실시현황에 대해 전체교사와 특수교사는 잘 실시되지않고 있다고 가장 많이 응답하였으나,일반교사는 잘 모르겠다는 의견이 가장 많았다. 셋째, 장애영재아동 선별시기는 자격유형에 상관없이 초등학교, 유아기, 중학교의 순으로 의견을 나타냈다. 장애영재아동 교육시기에 대해 전체 교사와 일반교사는 초등학교,특수교사는 유아 기와 초등학교를 장애영재아동 교육의 적절한 시작시기로 보았다. 또한 장애영재아동의 교육이일반 영재교육과 차이를 두어야 한다는 의견이 자격유형과 관계없이 대부분을 차지하였다. 그리고 장애영재교육 담당자는 외부 영재교육 전문가가 장애영재교육을 담당해야 한다는 의견이 가장 많았다. 넷째,전체교사와 특수교사는 장애영재교육 관련연수를 받겠다는 의견이 더 많았으나,일반교사는 받지 않겠다는 의견의 더 많았다. 장애교육관련 연수를 받겠다는 이유로는 자격유형에 상관없이 장애영재아동에 대한 관심과 이해를 돕기 위해서라는 이유가 가장 많았으며, 장애교육관련연수를 받지 않겠다는 의견의 이유는 자격유형에 상관없이 현장에서 실시하기 어렵다는 이유가 가장 많았다. 다섯째,장애영재교육 발전방안 우선순위에 대해 전체교사와 일반교사들은 장애영재아동에 대한 관심과 이해, 장애영재아동교육을 위한 정책 및 예산 지원을 우선적으로 생각하였으나, 특수교사는 장애영재교육 발전방안을 장애영재아동에 대한 관심과 이해,장애영재아동의 판별을 위한 적합한 절차개발을 우선적으로 생각하는 것으로 나타났다. The purpose of this study was to examme teachers`` perceptions on educating gifted students with disabilities. For this purpose, a questionnaire survey was carried out about the education of gifted students with disabilities. The participants in this study were 142 teachers in the 7 schools of P City. According to the purpose of this study, the results were as follows. First, the most common response was that all of the teachers do not know regardless of the type of qualification about the Gifted and Talented Education Promotion Act, and it was not a big difference between ``the teachers know`` or ``are familiar with it``. General teachers were more than special education teachers do not know about gifted students with disabilities. There was a difference among their recognition. And the most need was recognized education of gifted students with disabilities regardless of the type of qualification. Second, the awareness on the incidence of gifted students with disabilities was most responding to 1-5% regardless of the type of qualification. And the most common response for all the teachers and special education teachers had not been carried out well on the status of implementation for the education of gifted students with disabilities. But the most common response for general teachers do not know about the incidence. Third, the time of screening for the gifted students with disabilities was in order of the comments as follows elementary, early childhood, middle schools regardless of the type of qualification. And the time of education for the gifted students with disabilities was elementary for all and general teachers, elementary, early childhood for special teachers. Also the most common response should be differences with the education of gifted students with disabilities and the education of gifted students. And the most common response the education of gifted students with disabilities had to responsible outside experts. Fourth, the opinion that related training would receive were more the all and special teachers than the general teachers. The reason the training would received was the most common response for interest and understanding about the gifted students with disabilities regardless of the type of qualification. And the reason the training would not received was the most common response for the difficulty of conducting field regardless of the type of qualification. Fifth, the development plan for education of gifted students with disabilities was in order of the comments as follows interest and understanding, policy, budget support for all and general teachers. But the development plan for education of gifted students with disabilities was in order of the comments as follows interest and understanding, development of procedures for determining for special teachers.

한국어 교사 교육 관련 연구 동향 분석

이정희 ( Jung Hee Lee ) 이중언어학회 2011 이중언어학 Vol.47 No.-

Teacher education related research in Korean language education lacks not only quantity but also the length and duration of research compared to other researched areas. Once the Fundamental Law on the Korean language enacted in 2005 clarified Korean language teacher qualifications and requirements, demand for teacher education related research increased. Also, as Korean language education establishing itself among the fields of academic research becomes visible discussion over teacher education becomes ever so critical. This study surveyed 87 published papers related to Korean language teacher education and teacher-focused research works and analyzed their types and characteristics. By their types, research shows a total of only 69 published papers; of the total there were 0 doctoral dissertations, 23 graduate theses and 46 articles published as part of academic journals. Just in numbers alone, it is insufficient. When divided according to research topics-1) teacher`s qualification; 2) teacher education development program; 3) teacher policies; 4) etc. -it was mainly teacher education program trends, analysis and proposals that made up the bulk of published research and hardly any research was found related to teacher self-introspection. But recently more studies on ilT1p``Oving teaching methodology based on classroom observation have increased, suggesting a healthy direction for needed research. In research methods, likewise, many are breaking away from the traditional theory-based studies and are moving toward proof or evidence-based studies such as experiments, classroom observation and survey analyses type research. Moving and increasing toward research related to teacher education, classroom observation and teacher self-introspection will not only improve Korean language teaching and performance but ultimately will contribute toward at enhancing qualitative research in Korean language education policies.

모잠비크 교육의 질 향상을 위한 교사교육·훈련의 특징과 쟁점 분석

유성상,박채원 한국외국어대학교 국제지역연구센터 2015 국제지역연구 Vol.19 No.3

Since the movement towards ‘Education for All’ and ‘Millennium Development Goals’, ‘achievement of universal primary education’ became a central goal among international education agendas. According to survey results so far, many developing countries are predicted to reach the goal by 2015. As many argue that, however, the current achievement so far promotes only quantitative growth, the debates regarding the quality aspect of education have been active recently. This paper focuses on ‘the quality level of teacher education and training’ by determining that this element has a great impact on other elements of quality education. The researchers explored the features of teacher education in Sub-Saharan Africa through a case study in Mozambique and analyzed the major issues on them with a document analysis and site survey including interview. Based on the teacher education system in Mozambique, this paper discussed the issues including pre-service teacher education, in-service teacher training, and distance teacher education. Then, the following four points are drawn as main problems in teacher’s quality. One, the connection between pre-service teacher education and in-service teacher training is scarcely firm. Two, it is seriously inequal of teachers quality by regions. Three, teachers in teaching profession are lacking professional training. Lastly, prompt reconstruction of social welfare for teachers is required. Following after such issue, challenges and tasks of education development and cooperation are suggested for assisting Mozambique to assure quality system in teacher education and training. ‘모두를 위한 교육(EFA)’과 새천년개발목표(MDGs)가 추진된 이래 ‘보편적 초등교육의 달성’은 국제사회 내 교육 의제들의 공통분모가 되었다. 지금까지의 조사결과에 따르면, 2015년 많은 나라들이 동 목표에 도달할 것으로 예측되나, 이러한 성과는 양적인 성장에 불과하다는 비판과 함께 교육의 질에 대한 관심과 개선을 위한 논의가 활발해지고 있다. 본고는 이러한 논의에 바탕하여, 질 높은 교육의 여러 요소들 가운데 ‘교사교육 및 훈련의 질적 수준’이 다른 교육 요소들의 한계와 문제들을 이어나갈 수 있도록 하는데 상대적으로 큰 파급효과를 가진다고 본다. 교육의 양적 확대에 따른 질적 수준 저하가 두드러진 사하라 이남 아프리카 개발도상국가들의 상황을 검토하고, 교사교육을 중심으로 한 교육의 질 향상이 중요한 시도임을 문헌검토 하였다. 특별히 본 연구는 사하라 이남 개발도상국 중 교육의 질 문제에 있어 관심을 모으고 있는 모잠비크의 사례를 통해 교사교육의 특징과 쟁점을 분석하였다. 이에 본문에서는 모잠비크 교사교육의 체제를 바탕으로, 예비교사교육과정, 현직교사훈련 훈련, 그리고 원거리 교육에 대해서 검토하였다. 주요한 연구결과로서, 첫째, 예비교사교육과 현직교사훈련 간의 연계성 부족, 둘째, 교사들 간의 지역 간 교육수준 격차 심화, 셋째, 예비교사교육과 현직교사훈련의 전문성 결여, 그리고 마지막으로 사회공공시설의 부족에 따른 제도적 보완의 시급성을 논의하였다. 이러한 논의에 이어 결론에서는 모잠비크 교육의 질 제고를 위한 교육개발협력 과제들을 제안하였다.

영어과 원격 교사 연수모형 개발을 위한 기초 연구

김지영,이효신,중앙대학교 한국외국어교육학회 2015 Foreign languages education Vol.22 No.3

There has been an increasing demand for effective on-line English teacher education programs due to the advantages including cost efficiency and easy access. Despite the provision of a variety of on-line English teacher education programs, only a small number of studies on on-line in-service education program for English teachers have been carried out. This study aims to provide a basic model of on-line in-service English language teacher education based on the critical awareness. To do this, previous studies on on-line in-service English language teacher education in Korea and abroad were critically reviewed and key issues were derived. They are top-down approach to on-line teacher education curriculum development, unsustainability of teacher education, disconnection of teacher education to practice, insufficient establishment of community of practice, and deficiency of reflection on teaching practice. Three on-line English teacher education programs were selected and evaluated by using these key issues. It is suggested that bottom-up approach to curriculum development, establishment of community of practice for the sustainability of teacher education, and reflective learning for connecting teacher education to real classroom practice be included as key components for effective on-line teacher education.