교원 현직연수 제도 및 운영에 관한 교원과 교육전문직의 인식 분석 = Understandings of teachers and educational supervisors on the system and management of the in-service training for teachers

다국어 초록 (Multilingual Abstract)

The purposes of this study are to investigate the in-service training for teachers on the theoretical basis, to inquire advisable methods and processes for the training system, and to present an improvement plan for the training system. The research questions are as follows.
First, how are understandings of teachers and educational supervisors on the system of the in-service training for teachers? The themes and questions presented to accomplish this study are as follows: qualifying training for the first class regular teachers: mid-school managers: in-service training concerned educational performance: qualification for head teachers: sharing in roles among in-service training institutes: and points at issue that need to be improved.
Second, how are understandings of teachers and educational supervisors on the management of the in-service training for teachers? As for how the study was performed, the researcher set up a guideline for the study, documents, performed surveys and held interviews. Documents, reference books, research treatises, periodicals and statistics were also utilized. Surveys and questionnaires were used and respondents were also interviewed about areas of dissatisfaction. Based on these activities, the data was analyzed. The total number of selected subjects for the survey was 1,887, composed of 800 teachers, 480 principals and vice principals and 127 educational supervisors. The 1,773(93.9%) reponses were analyzed.
The conclusions based on the results of this study are as follows. It is necessary for the first-class regular teachers to regulate the training period from 3 years to 5 years. The qualifying training for mid-school managers must be improved from one time to two times. It is obliged to train all teachers for every 5 year period. As an improvement of the in-service training for mid-school managers the proper training hours is about 180 hours. Cooperation and joint efforts between the in-service training institutes and related schools are recommended.
Some improvements for the operational aspects of the in-service training are proposed as follows. The results of the required analysis should be shared among trainees and staffs in training centers. Goals of the in-service training and school education should be correlated. The training process should be required for an efficient promotion of the training. Projects should be operated voluntarily and converted into various trainings for field experiences. The goals of the evaluation and the in-service training should be consistent. Also, the goals of the evaluation need to be specific and measurable.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 연구의 범위 = 5
• 4. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 교원 현직연수의 이론적 기초 = 7
• 2. 우리나라의 교원 현직연수 제도 및 운영 현황 = 34
• 3. 외국의 교원 현직연수 제도 및 운영 현황 = 55
• Ⅲ. 연구 방법 = 73
• 1. 질문지 조사 = 73
• 2. 면담 조사 = 78
• Ⅳ. 연구 결과 = 81
• 1. 교원 현직연수 제도에 관한 인식 분석 = 81
• 2. 교원 현직연수 운영에 관한 인식 분석 = 91
• Ⅴ. 논의 = 103
• 1. 교원 현직연수 제도의 인식에 대한 논의 = 103
• 2. 교원 현직연수 운영의 인식에 대한 논의 = 105
• Ⅵ. 요약 및 결론 = 108
• 1. 요약 = 108
• 2. 결론 및 제언 = 110
• 참고문헌 = 113
• 부록(설문지) = 118
• 영문초록 = 136
• 국문초록 = 138