교사 책무성·전문성에 기초한 교사평가준거 연구 = Study on the Standard of Teacher Evaluations based on the Teacher Accountability and Professionalism

다국어 초록 (Multilingual Abstract)

The purpose of the thesis is to study the standard of teacher evaluations based on the teacher accountability and professionalism in order to improve the teacher professionalism and instruction quality.
The followings are the way and content of achieving the purpose of the thesis. The method as the documentary research is based on the accountability of the teachers and the survey of the standard of the teacher evaluations and the area is based on the manual of the teacher evaluation. The content of the survey is as such following.
First, why is the teacher evaluation needed? That is, is it right to classify this into the components of what teacher should do, goals of achievements and professional quality and encouragement of duty? I want to find out the rational components of the teacher accountability and professionalism in order to achieve that.
Second, is it reasonable to evaluate what teachers should do in the school society as the field of teacher evaluation and what teachers should achieve and perform? For this I wanted to study the reasonable components of teacher evaluation by studying the teacher duties and roles.
Third, what are the complements of the multi-evaluations that are currently suggested? I tried to supplement the current multi-evaluations by discussing the characters that socially and currently imply.
After that, I studied the settlement of the model of teacher multi-evaluations based on the teacher accountability and the rationality and validity of professionalism. And I also studied into the standards and components of the teacher multi-evaluations through the accountability and professionalism. The followings are the results of the study.
First, I recognized teacher accountability and rational components by considering the standard of the teacher evaluation. In other words, teachers should be equipped with high professionalism, moral character, duty sense and accountability because the purpose of the teaching job is raising human well. It means that teachers should be the self-evaluators who control themselves and lead the surroundings and result in the better achievements. When the processing evaluation is on the priority, the real purpose of the teacher evaluation can be achieved. When the evaluation is realized in this point and for the improvement of the instruction, the teachers themselves can use the evaluation as the way of professional development.
Second, I incorporated the teacher's duty and valid components. That is, the components of the teacher evaluation related to the professional and moral accountability in the area of the accountability are revealed. It means that the teachers should seek and adapt a new methodology related to the teaching skill, class management, and scholastic achievement and develop their personal, systematic and social professionalism which have to be considered high in the evaluations.
Third, I gave a full detail of standards and components of the evaluation as the supplements of the current multi-evaluation. In the area of the accountability, the followings are considered-training, studying, writing activities, volunteer work, self-evaluation ability, structuring the class activity, professional knowledge, autonomy of the instruction, managing skill of students, and the overall domain of class managements. Interpersonal relations, teaching skill, professional knowledge, attitude, autonomy, securing the position have to be supplemented in the teacher evaluations.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 내용 및 방법 = 5
• Ⅱ. 교사평가 준거 탐색의 합리성과 타당성 = 7
• 1. 교사평가 제도의 탐색 = 8
• 가. 교사평가의 개념 및 목적 = 8
• 나. 교사평가의 모형 = 11
• 2. 교사평가 영역의 합리성 = 22
• 가. 교사평가 합리성의 개념 = 22
• 나. 책무성의 합리성 = 23
• 다. 전문성의 합리성 = 34
• 3. 교사평가 요소의 타당성 = 42
• 가. 교사평가 타당성의 개념 = 42
• 나. 교사의 직무 및 역할 = 43
• 다. 외국의 교사평가 모형 = 63
• Ⅲ. 교사의 책무성·전문성에 기초한 교사평가 준거 탐색 = 66
• 1. 교사의 책무성에 기초한 교사평가 준거 = 66
• 가. 수업방법과 책무성 = 66
• 나. 학급경영과 책무성 = 83
• 다. 학업성취도와 책무성 = 91
• 2. 교사의 전문성에 기초한 교사평가 준거 = 98
• 가. 수업방법과 전문성 = 98
• 나. 학급경영과 전문성 = 100
• 다. 학업성취도와 전문성 = 102
• Ⅳ. 교사평가 정착에 대한 논의 = 105
• 1. 현 교사평가제 적용에 대한 논의 = 105
• 2. 교사의 책무성·전문성에 기초한 교사평가제 논의 = 108
• Ⅴ. 결론 = 114
• 참고문헌 = 117
• 부록 = 129
• Abstract = 142

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