교사 학습에 대한 공동체적 접근

국문 초록 (Abstract)

최근 교사들이 종래 지식 전달 위주의 교사 연수나 개인의 반성적 사고를 강조하는 개인주의적 방식에서 탈피하여 공동체를 형성, 서로의 지식과 경험을 교류 공유하며 협력적으로 전문성을 향상시키고자 하는 노력이 폭넓게 확산되고 있다. 연구를 통해 그 효과가 속속 밝혀지면서 교사공동체는 전통적인 교사교육의 한계를 극복하는 새로운 대안으로 주목을 받고 있다. 그렇다면 교사공동체에서 교사 학습은 어떻게 이루어지는가? 교사 학습에 대한 공동체적 접근은 어떤 특징을 띠는가? 공동체적 접근이 교사 학습에 갖는 함의는 무엇이며 교사교육에 시사하는 바는 무엇인가? 본 논문에서는 이러한 문제를 탐구하고자 하였다. 이를 위하여 먼저 교사 학습에 대한 종래 주요 접근들, 예컨대 도제적 접근, 학문적 접근, 반성적 접근들을 살펴보았다. 그리고 교사 학습에 대한 공동체적 접근의 대두배경과 발전을 고찰하였는데, 특히 전문가학습공동체, 실천공동체, 탐구동동체 등 공동체적 접근의 대표적인 유형들을 중심으로 그 발전양상과 특징을 고찰하였다. 이를 토대로 교사 학습에 대한 공동체적 접근의 함의와 교사교육에 시사하는 바를 논의하였다.

다국어 초록 (Multilingual Abstract)

This study explored a community approach to teacher learning, which has currently received much attention as an alternative to traditional approaches, for instance, the apprenticeship approach, academic approach, and reflective approach to teacher learning. For this purpose, first, teacher communities such as professional learning communities, communities of practice, and inquiry communities were examined with regard to how teacher learning takes place in these communities and how teacher learning in communities differs from the traditional approaches. Second, based on the findings of the investigation of teacher learning in professional learning communities, communities of practice, inquiry communities, the characteristics of a community approach to teacher learning, including situated learning, collaborative learning, and collective learning, were discussed. Finally, the implications of a community approach forteacher learning for teacher education and professional development were discussed.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 교사 학습에 대한 기존 접근
• Ⅲ. 교사 학습에 대한 공동체적 접근의 대두와 발전
• Ⅳ. 교사 학습에 대한 공동체적 접근의 함의
• Ⅴ. 결론
• 참고문헌
• Abstract

참고문헌 (Reference)

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