지식기반 사회의 교사교육을 위한 PDS

다국어 초록 (Multilingual Abstract)

Knowledge-based society calls for the change in teacher education as well as
the paradigm shift in education.
The professional development school(PDS) is one of the most prominent and
recent models of teacher education reform in U.S. The PDS proposes to
reorganize and renew both schools and teacher-training programs. Strengthening
relationships between public schools and higher education through
school-university partnerships is a main strategy of PDS. Such partnerships
encourage the simultaneous reform of schools and teacher education programs
and this synergy help each institution accomplish more than each could alone.
In this study desirable conditions for effective teacher education by
school-university partnership were investigated through the analysis of the
literature of PDS's experience. The lessons learned from this analysis reflect the
difficulties that PDSs experience conflict about pedagogical differences and tension
the changing roles of teacher and university faculty. Lack of time to collaborate,
appropriate reward systems for compensating PDS work are another barrier, and
we can see the bureaucratic barriers in implementing change.
The other important lesson is that the school and the university should know a
partner fully in pedagogical and cultural norms.