학교 교육과정 개발의 의의 및 개발방안에 대한 재고 - 교원의 전문성과 자율성을 중심으로 - = The Reconsideration on the Meaning and Procedure of School - based Curriculum Development - Focused on the professional development and autonomy of a teacher -

다국어 초록 (Multilingual Abstract)

This study aims to examine whether the professional development and autonomy of a teacher can be actually improved through the development of the school-based curriculum which put a higher emphasis on the professional development and autonomy of a teacher, at the stage when it is thought to be desirable that the initiative of curriculum development should be transferred to a school from the government especially in Korea. That is to say, under the condition that the school-based curriculum is being developed not because of basic constraint on the implementation of the national curriculum developed by the government but because of its contribution to actual improvement of specialty and autonomy of a teacher, this study aims not only to examine the rationality over the procedure and scope of the school-based curriculum which is currently presented by the national curriculum document but also to indicate its limit and suggest alternatives. The professional development of a teacher might be differently interpreted based on a different perspectives about teacher, which can be divided into two major parts of perspective--traditional and critical/hermeneutic. Based on these perspectives, teacher`s professional development is discussed in connection with the procedure of curriculum development and teacher`s autonomy is discussed in connection with the scope of curriculum development based on the recognition of limitation of individualism and collectivism and their compromise. Furthermore, it is suggested that a practical direction for the method of school-based curriculum development by discussing what kinds of method or strategy for curriculum development are demanded in this process in order to actually improve the professional development and autonomy of a teacher. As a result of discussion and examination, the currently presented national curriculum has some limit in that it tends to put a limitation on teacher`s autonomy and drive a teacher to feel himself a passive technician by simply presenting the technological procedure for school curriculum development. This study shows cleary that teacher`s autonomy may not be restricted from the outside and it can be determined to the extent of his range of professional ability. This professional ability does not mean only the skill and knowledge. To extend and deepen this ability, first of all, teacher`s landscape of his/her identity as a teacher should be broadened. And it should be focused on `method` rather than `procedure`, mindful interaction rather than linear transmission, and concentric proliferation rather than compulsory implementation for the development of school curriculum to improve the real professional capacity of a teacher.