열린교육과 Professional Development School

윤기옥 한국열린교육학회 1994 열린교육연구 Vol.2 No.2

현대인의 통합된 자아인식과 자아실현 : Integrated Self-Identity and Self-Actualization of Modern Man

윤기옥 仁川敎育大學 學生生活硏究所 1992 學生生活硏究 Vol.6 No.-

초ㆍ중등 학교의 발전 방향

윤기옥 仁川敎育大學校 1996 論文集 Vol.29 No.2

Direcyion of development in the elementary and secendary school is explored, comparing the education in Korea with that of America with a view that change is inevitable to prepare for the 21st centiry. Education change and the shift of mind diversifying the school and the right to choose a school, site-based management, The necessaity to building the community of learners and University-school partnership for co-reform examind. The eight basic lesson of the new paradiign of change that we need to know for education dhange are that you can't mandate what matters, changes is a journy not a blueprint, problem are our freinds. vision and stregic planning come later, individualism and collectivism must have equal poqer, neither centralization nor decentralzation works, connection with thw wider environment is critical for sucess, every person is a change agent. The necessity of diversifying the school in order to make the right to choose a school meaningful is examined comparing the schools in korea and america with a focus on several school districts. Site-based management which is a political reform initiated to broaden the decision-making process achivement is reviewed in terms of curriculum, instruction, and site council. The importante of building the community of learners for systematic school reforem is examined centering on the school-university od partnership and the businessk-education partnership. As important change agents teachers and principals should know their own strengths and weakness principals to fiind out thier weak points and merit. So a systematic study on the standards of evaluation, the way to evaluate, as well as preservice and inservice education for the evaluation in needed. With these ideases in mind, the evaluate instruments used in America for principals and teachers is examined and compared with those in Korea.

교사 효과성에 관한 연구 : 그 발달 및 앞으로의 연구에 대한 시사점 It's Development and Implications for Future Studies

尹基玉 仁川敎育大學校 1986 論文集 Vol.20 No.1

나의 유학 생활

윤기옥 인천교육대학교 학생생활연구소 1995 대학생활연구 Vol.9 No.-

나의 유학생활을 한마디로 요약한다면 '뜻이 있는 곳에 길이 있다(Where there is a will, there is a way)'라고 할 수 있다. 유학을 권한 사람도 없었고, 내가 뜻을 세우고 노력했기 때문에 가능했던 것이다. 중학교 다닐 때부터 사회 변동으로 기울기 시작한 가세는 내가 대학 다닐 때에는 몹시 어려운 상태였지만, 나는 대학 때 부터 계속 공부를 하겠다는 생각을 가지고 있었다. 서울 사대를 졸업하면 교직에 종사할 것이고, 가르친다고 하는 것은 끊임없이 배워야한다는 것을 의미한다는 생각에서, 대학을 졸업하자 마자 대학원에 들어갔고, 계속 유학 준비를 했다. 대학원을 졸업하고 중학교에 근무할 때, 호주 유학생 선발에 대한 문교부의 공문을 보고, 응시하여, 3명의 대학교수와 중학교에 근무하던 내가 호주 정부 장학생(Colombo Paln)으로 선발되어, 호주의 명문 대학인 University of Sidney에서 Teaching English to the Speakers of Other Languages(TELSOL)대학원 과정을 공부하게 되었다.

교육실습에 대한 새로운 방향탐색

윤기옥 仁川敎育大學校 1992 論文集 Vol.26 No.1

In this study in the contexts of education reform, teacher education, and field experiences in America, the present and future of field experiences in teacher education in Korea were explored. In America since A Nation at Risk was released in 1983, there has been a substantial effort to upgrade education in almost every state. State mandates about structure and goals were followed by localism and teacherism, involving parents and students. In teacher education the establishment of Professional Development Schools, linking preservice and inservice teacher education, training cooperating teachers are a few of the examples that intend to co-reform preservice and inservice education. The momentum of field experinences continues in spite of the lack of a firm research support. I used Schwab`s four commonplaces of curriculum as a conceptual framwork for thinking and making decisions about field experiences. Then field experiences programs of Eastern Michigan University, University of Wisconsin-Madison, and Inchon National Teachers College were presented. Finally the following suggestions were made for the field experiences in teacher education in Korea. 1) A separate office in charge of the field experiences should be established. 2) The role of the college supervisors shoul be reconceptualized and their active participation should be encouraged. 3) Seminar sessions should be designed to broaded the students` perspectives on teaching. 4) Based on the discussion and consensus about the purpose of teacher education and field experience, inquiry-oriented field experiences programs should be developed. 5) In the field experiences curriculum teaching skills and general pedagogical knowledge should be emphasized as well as subject matter knowledge. 6) The knowledge base of teacher education should be properly applied in the field experiences curriculum. 7) Teacher education institutions and cooperating schools should link more closely in teacher preparation 8) Cooperating teacher trainging programs should be developed.

임상장학 : 그 다양한 모형과 학습사회 형성 It's Various Models and Becoming a Learning Society

윤기옥 仁川敎育大學校 初等敎育硏究所 2000 교육논총 Vol.17 No.-

Clinical supervision which first appeared in MAT program of Harvard university in the middle of 1950s has become the heart of modern supervision. It has been widely used for preservice and inservice teacher education, and as the society and curriculum changes various models have been developed and used. Original clinical models which emerged between 1960s and early 1970s emphasize collegiality and mutual discovery of meaning. Humanistic and artistic models which emerged between 1970s and early 1980s emphasize positive and productive interpersonal relations with holistic understanding of classroom events. Technical and didactic models which emerged between early to mid 1980s emphasize effective teaching strategies, techniques, and organizational expectations. Developmental and reflective models which emerged between mid 1980s and early 1990s emphasize teacher cognitive development, introspection and discovery of context-specific principles of practice. The most successful organizations are the "learning organizations" that are capable of adapting quickly in a diverse and rapidly changing environment. Although the maximally adaptive organization is still an ideal, many schools are moving toward less bureaucratic, decentralized structures and are using problem-focused teams to improve the performance, which is similar to peer supervision. One issue supervision faces involves creating the conditions under which the existing rich craft knowledge of teaching can be shared and made part of an ongoing professional discussion. As for this the original models seem to be especially well-suited. Second issue facing supervision with respect to building learning communities involves creating conditions by which new knowledge about teaching can be introduced and incorporated into classrooms and schools. Many of clinical models seem to be well-suited for it. A third issue facing supervision is the need to invent and act upon new knowledge about teaching and teaming, and models by Glickman, Costa and Garmston, as well as reflective models seem to be well-suited for it. Clinical supervision is an umbrella term which involves various models, and it can help teachers become continuous learners and schools become learning societies. It is not a specific type of supervision which is needed by beginning teachers and experienced teachers with problems.

국민학교에서의 임상 장학의 이용 가능성에 관한 연구

윤기옥 仁川敎育大學校 1987 論文集 Vol.21 No.1

교사교육에서의 기초지식

윤기옥 仁川敎育大學校 1992 論文集 Vol.26 No.2

In this study the knowledge base of teacher education, the knowledge base framework, the criteria for it, and the attributes of a program knowledge base were explored. Since the 1980's, specifically since 1983 when the National Commission on Excellence in Education released A Nation at Risk, educational reform has been discussed and implemented widely, and along with it teacher education reform and the knowledge base of teacher education which is the key to it have received increased attention. Knowledge base means the entire repertoire of skills, information, attitudes, etc., that teachers need to carry out their classroom responsibilities. Knowledge base framework comprises the knowledge base domains, the forms in which the knowledge is presented and the sources from which the knowledge is derived. Depending on the framework, the same knowledge can be framed differently, and it suggests that there can be agreement on the knowledge base content, but disagreement about the adequacy of the framing, in the way the knowledge is organized and presented, on the form it takes and on the relative importance of the sources. As the frameworks for knowledge base, the standards of NACTE, ACEI, NSDTEC and the ideas of L.S.Shulman were presented and discussed in light of Valli and Tom's adequacy criteria. At president in America it seems to be unrealistic to expect a knowledge base framework from a national level. This might be more appropriate for the institution or program level. But in Korea where centralized decision making can be effectively implemented compared to America, and an appropriate knowledge base framework from a national level can be developed and based on it each institution or program can design its own knowledge base. At the institution level, a faculty collaboration effort that requires considerable time, effort and unified commitment of the faculty is needed. The commitment from the members of the program faculty to consider their own beliefs in relation to those of their colleagues and the willingness to work toward a common vision of purpose is the highest hurdle in the development of a knowledge base and the first requirement of a teacher education program.

교사평가 모형 탐색 : 대표적인 형성평가 및 총괄평가 모형을 중심으로

윤기옥 경인교육대학교 교육연구원 2003 교육논총 Vol.22 No.-

교육의 질에 영향을 미치는 중요한 요인은 교사의 질이다. 그리고 교사의 질 향상에 중요 한 의미를 지니는 것이 교사평가이다. 실제로 교사평가는 교사의 직전교육 및 현직교육의 개혁, 학교개혁, 수업개혁에 중요한 의미를 지니게 되었다. 본 연구에서는 다음을 살펴보았다. 1. 최근에 교사평가를 위해 실제로 어떤 방법이 이용되고 있나? 2. 실제로 이용되고 있는 교사평가모형에는 어떠한 것이 있나? 그러한 교사평가 모형들 은 어떤 목적을 지니고 있나? 교사에 대한 의사결정 상황에 따라 어떤 교사평가 모형이 이용될 수 있나? 그리고 이러한 것이 한국에서의 교사평가의 실제에 어떤 시사점을 줄 수 있는지를 간단 히 살펴보았다.