현직교사교육프로그램에의 실천학습(action Learning)의 도입 가능성과 한계 분석 = Change of the Teachers` In-service Education through Induction of Action Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study is to propose action learning on teachers` in-service education in raising teacher`s reflective application and self-directed learning. All forms of action learning share the elements of real people resolving and taking action on real problem in real time, and learning through questioning and reflection while doing so. Accordingly, it lead a teacher into raised reflective application and self-directed learning. Also, the feature of action learning is learner-based paradigm, cooperating learning on team, improvement of organizations of facilitator as university professor and old-timer teacher, cyclical process. As a result, the attraction of action learning is its power to simultaneously and resourcefully solve difficult challenges and develop teacher and educational organizations at minimal costs to the institutions. But successful induction of action learning demand organization of action learning program development conference, offer of teachers` aware diversion program, construction of multiple and various evaluation, operation of systematic facilitators` education and complex education times.