교사교육의 개념에 대한 반성적 소고

최성욱 ( Choi Sung Wook ) 한국교원대학교 초등교육연구소 2018 초등교과교육연구 Vol.28 No.-

The identity of teacher education is shaking. There is a constant controversy over what to do and how to do it through teacher education, and the clear direction and criteria to resolve it are also unclear. This seems to be due to the difficulty in finding persuasive arguments that narrow the gap between them, despite the various opinions and arguments about teacher education. This problem particularly begins with a confusion about the notion of teacher and education in teacher education. It is often the case that the identity of a teacher is sought in education, but it is a matter of not being able to overcome the superficiality of the concept of education. In this study, the concept of teacher should be grasped separately from education, and if the identity of teacher is to be found in education, theoretical explanations about education should be preceded. It is also important to note that teachers' education is also homogeneous with the education they experience through teacher education, so there should be no gap between them.

한 교사교육자의 학교기반 금융교육 경험에 대한 자문화기술지

이동성,최송이 한국초등교육학회 2023 초등교육연구 Vol.36 No.4

The aim of this paper is to interpretively describe the reality and meaning of a teacher educator's teaching experience related to school-based financial education from the perspective of teacher education. This article adopts autoethnography, a type of qualitative case study, to vividly represent teaching experiences related to school-based financial education from the perspective of teacher education. This article was written analytically and interpretatively by creating 8 codes, 4 sub-categories, 2 categories, and 1 core category through thematic analysis that goes back and forth between data collection and analysis. The research results are briefly presented as follows. Firstly, as a teacher educator, I invited school teachers to financial education by sharing the value and meaning of school-based financial education with teachers and emphasizing teachers' educational capabilities for financial education. Secondly, as a researcher, I looked at the direction of development of school-based financial education curriculum together with school teachers, and discussed an optimized teaching method for school-based financial education. As a result, these two financial education teaching experiences were to realize the possibility of school-based financial education with teachers. The results of this paper enhance school teachers' financial literacy by illuminating a teacher educator's teaching experience related to school-based financial education from the perspective of teacher education, and provide new educational insights into teacher education for the development of school teachers' financial education expertise.

한국어 교사 교육 관련 연구 동향 분석

이정희 이중언어학회 2011 이중언어학 Vol.47 No.-

Teacher education related research in Korean language education lacks not only quantity but also the length and duration of research compared to other researched areas. Once the Fundamental Law on the Korean Language enacted in 2005 clarified Korean language teacher qualifications and requirements, demand for teacher education related research increased. Also, as Korean language education establishing itself among the fields of academic research becomes visible,discussion over teacher education becomes ever so critical. This study surveyed 87 published papers related to Korean language teacher education and teacher-focused research works and analyzed their types and characteristics. By their types, research shows a total of only 69 published papers; of the total there were 0 doctoral dissertations, 23 graduate theses and 46 articles published as part of academic journals. Just in numbers alone, it is insufficient. When divided according to research topics—1) teacher’s qualification; 2) teacher education development program; 3) teacher policies; 4)etc.—it was mainly teacher education program trends, analysis and proposals that made up the bulk of published research and hardly any research was found related to teacher self-introspection. But recently more studies on improving teaching methodology based on classroom observation have increased, suggesting a healthy direction for needed research. In research methods, likewise, many are breaking away from the traditional theory-based studies and are moving toward proof or evidence-based studies such as experiments, classroom observation and survey analyses type research. Moving and increasing toward research related to teacher education, classroom observation and teacher self-introspection will not only improve Korean language teaching and performance but ultimately will contribute toward at enhancing qualitative research in Korean language education policies.

교육대학원의 교원 양성체제에 대한 교원과 교육대학원생의 인식 -순천대학교를 중심으로

김대희,이정우,지영래,박은정 순천대학교 교육과학연구소 2022 현장수업연구 Vol.3 No.1

Due to the recent trend of the decreasing number of students and over-growing teacher education programs, the Ministry of Education has been pushing for a change in the role of the teacher training process. As a result, the Graduate School of Education is trying to convert it to a system fostering the capabilities of existing teachers rather than training new teachers. In the school context, teachers are required to play a variety of roles, such as cultivating career and digital literacy, because of the demand for convergence curriculum guidance and non-face-to-face classes. The consequence has also resulted from consumer-tailored education, the free grade system, the development of information and communication technology, the impact of COVID-19. The Graduate School of Education at Sunchon National University must come up with a drastic development plan by reflecting the results of the previous five-cycle evaluation of teacher education institutions and providing educational services that can strengthen educational capabilities of teachers in schools in the Jeollanam-do region. In order to make it concrete, we conducted an analysis of the results of the five-cycle evaluation of teacher training institutions, an analysis of the reform plan for the teacher training course from the Ministry of Education, a survey of opinions of the professors in the Graduate School of Education, Sunchon National University, and a survey of opinions of the graduate students of education and teachers in the Jeollanam-do region. As a result of the study, the Graduate School of Education at Sunchon National University firstly divided the majors into the teacher education courses for pre-service teachers and professional development for in-service teachers based on the cutbacks in the Graduate School of Education. Second, we encouraged all departments to improve the content and methods of teaching and learning in the Graduate School of Education at Sunchon National University so that teachers and graduate students can develop their teaching skills and abilities in the future. Third, it is necessary to offer integrative majors, which are expected to be in high demand in the future. This will bring about strengthening the competency of pre-service teachers and advancing the graduate school of education. Fourth, newly-coming graduate students should be welcome through specialized doctoral degree (i.e., Doctor of Education or Ed.D.) programs in the Graduate School of Education at Sunchon National University. Lastly, it is imperative to develop professional development courses for in-service teachers to acquire first-grade teacher qualifications at the Graduate School of Education and to cultivate competency of teaching and learning. 최근 학생 수 감소 및 교원의 과다 양성을 개선하기 위해 교육부에서는 교원 양성과정에 대한 역할 변화를 추진하고 있으며, 교육대학원은 신규 교사의 양성보다는 현직 교원의 역량을 함양시키는 체제로 전환시키고자 하고 있다. 학교 현장에서는 수요자 맞춤형 교육의 강화, 자유학년제 도입, 코로나19의 영향 및 정보통신 기술의 발달 등에 따라 진로소양 함양, 융복합 교과 지도 및 비대면 강좌의 요구 증가 등 교사들에게 다양한 역할이 요구되고 있는 실정이다. 순천대학교 교육대학원은 지난 교원양성기관 5주기 평가 결과의 반영 및 전남지역의 교사들의 현장 지도 역량을 강화할 수 있는 교육서비스의 제공 등을 포함한 보다 과감한 발전방안을 마련해 나가야 한다. 이를 구체화하기 위해 교원양성기관 5주기 평가 결과 분석, 교육부의 교원 양성과정 개편 방안 분석, 순천대학교 교육대학원 전공 교수 의견 조사, 순천대학교 교육대학원생 및 순천지역 교사들에 대한 의견조사를 거쳤다. 연구 결과 순천대학교 교육대학원은 첫째, 양성과정 정원 감축에 따라 신입생 지원이 높은 전공과 그렇지 않은 전공을 양성과정과 재교육과정으로 구분하여 운영함으로써 양성과정을 내실화하고, 재교육과정은 융합교육 등을 신설하여 교사들의 관심과 지원을 늘려나가야 한다. 둘째, 교사 및 교육대학원생들이 미래 교육환경의 변화에 맞추어 능력을 함양할 수 있도록 순천대학교 교육대학원의 교수 학습 내용 및 방법들을 개선시켜 나가야 한다. 셋째, 교육대학원의 발전 및 (예비)교사들의 융합교육 역량 강화를 위하여 앞으로 교육 현장에서 수요가 많아질 것으로 보이는 융복합 전공의 개설을 다양화해야 한다. 넷째, 순천대학교 교육대학원에 교육대학원 전문박사(교육학 박사, Ed.D.) 과정을 운영하여 신입생 지원을 확대시켜야 한다. 다섯째, 교육대학원 1급 정교사 자격 취득 연수과정을 교육과정으로 운영하여, 대학원생들의 현장교육 역량을 함양시켜 나가야 할 것이다.

한국어 경력교사 대상 요구조사를 통한성찰적 교사교육 방안 모색 -수업 전문성 영역을 중심으로-

이선영 국제한국어교육학회 2018 한국어 교육 Vol.29 No.1

The purpose of teacher education is to improve the professionalism of teachers above the current level. The type of teacher education to improve the professionalism of experienced teachers is broadly divided into top-down education and bottom-up education. So far, studies on top-down education were commonly conducted in the field of Korean language education. However, there has been an increasing number of studies emphasizing the need for bottom-up education, driven by the voluntary participation of teachers in recent years. The purpose of this study is to suggest the direction of reflective teacher education for experienced Korean language teachers. For this purpose, a survey was conducted of 71 Korean language teachers who had more than 5 years of experience. The contents of the survey consisted of opinions regarding existing teacher education, the need for reflective teacher education, and the perception of teaching professionalism. The results showed that experienced Korean language teachers had a positive perception of the existing teacher re-education experience. Also, 91% of the respondents said they intend to participate in the reflective teacher education program. In particular, respondents showed high demands for ‘peer coaching’, ‘peer observation’, and ‘teaching portfolios’ among reflective teacher education programs. Lastly, many respondents selected ‘development and utilization of teaching materials’, ‘encouraging learner’s utterances’, and ‘leading learner’s interest and motivation’ as sub-elements of teaching professionalism that they wish to improve through teacher re-education.

영어과 원격 교사 연수모형 개발을 위한 기초 연구

김지영,이효신,중앙대학교 한국외국어교육학회 2015 Foreign languages education Vol.22 No.3

There has been an increasing demand for effective on-line English teacher education programs due to the advantages including cost efficiency and easy access. Despite the provision of a variety of on-line English teacher education programs, only a small number of studies on on-line in-service education program for English teachers have been carried out. This study aims to provide a basic model of on-line in-service English language teacher education based on the critical awareness. To do this, previous studies on on-line in-service English language teacher education in Korea and abroad were critically reviewed and key issues were derived. They are top-down approach to on-line teacher education curriculum development, unsustainability of teacher education, disconnection of teacher education to practice, insufficient establishment of community of practice, and deficiency of reflection on teaching practice. Three on-line English teacher education programs were selected and evaluated by using these key issues. It is suggested that bottom-up approach to curriculum development, establishment of community of practice for the sustainability of teacher education, and reflective learning for connecting teacher education to real classroom practice be included as key components for effective on-line teacher education.

한·중 교원양성대학 교육과정 비교

김향란 한국교원대학교 교육연구원 2010 敎員敎育 Vol.26 No.6

본 연구는 직전 교사교육의 질적 향상에 대한 필요성을 인식하고, 한국과 중국 교원양성대학의 교육과정을 비교· 분석하여 양국 교사교육의 특징을 이해하고 개선을 위한 시사점을 제시하는 데 목적이 있다. 이를 위하여 교원양성대학의 교육목표, 현행 교육과정의 편성·운영체제와 각 영역별 교과목에 대해 비교·분석하였다. 한국과 중국은 모두 목적형의 교원양성방식을 취하고 있으며 목표의 진술, 교육과정의 편성과 운영에서 많은 공통점을 보이고 있다. 차이점으로는 총 이수학점에서 중국은 한국보다 더 많은 학점을 요구하고 있는 반면에 전체이수학점 중 자유선택영역의 이수학점은 한국의 대학에 비해 훨씬 적었다. 또한 각 영역 학점의 배분에서 중국은 교양영역과 교과내용학 영역에 상대적으로 많은 학점을 두고 있다. 따라서 교사의 전문성 향상을 위한 교육과정의 편성에서 교육학 및 교과교육학 영역에 더 많은 관심을 가지고 효과적인 교사 양성을 위한 교육과정에 대한 이론적 탐구가 지속적으로 이루어지는 것이 바람직하다. The purpose of this study is to review the characteristic of teacher education curriculum between Korea and China and draw its implications for both countries' teacher education. In order to achieve the purpose, this study used the literature analysis to the research title. This study compared the purposes of teacher education university, construction of the teacher education curriculum. The results of this study were as follows:There are some common features in teacher education curriculum between China and Korea such as purposes of education, constituent area of curriculum, and subjects as pedagogy, subject education, practice teaching. There are also differences in teacher education curriculum. China requires more credits for graduation than Korea, but the elective subjects assigns to less credits. It indicates China adopts an exclusive form in teacher education. And in the university of teacher education in China, there are two majors what are normal education major and non-normal education in a department. Hence, the course is mostly similar between two majors. This study clarified better understanding of teacher education. Furthermore, these results will be helpful for improvement university of teacher education curriculum.

한국 중등교사 양성교육 연구 경향 분석

박수정 한국교육학회 2014 敎育學硏究 Vol.52 No.3

This study aims to analyze the research trend of the education of secondary school teachers in Korea, 314 articles related to the education of secondary school teachers from 2003 to 2012 are collected and network text analysis are conducted. The main results are as follows. First, about 30 articles on the education of secondary school teachers were published annually and the number of articles had increased in 2006, 2008 and 2011. Secondly, the rate of “subject-matter and cross curricula" and the rate of “an author and co-author” were 6:4 respectively. Third, the research on the education of secondary school teachers was most frequently conducted in “The Jornal of Korean Teacher Education” and was usually published in the academic journals of subject matter education, secondary school education, subject matter content, educational administration studies and curricular studies. Fourth, keywords on each abstract placed the teacher first, the pre-service teacher second, followed by curriculum, teacher education, teaching practice, professional, college of education, teacher training, teacher training education, teacher employment test, programs and pedagogical content knowledge(PCK). Based on the network text analysis of 54 high related keywords on the education of secondary school teachers research, the keywords of “curriculum~professional~pre-service teacher~teacher training education”, “teacher employment test~criteria~evaluation”, “subject-matter education~qualitative research~secondary school teacher employment test~question”, “teaching-learning~capability~efficacy”, “content~knowledge~teaching~pedagogi -cal content knowledge(PCK)”, “student~reflection~social studies~history teacher” showed the intimate connection respectively, while indicating the research trend of these issues. This study has significance in that it showed a summarization of the latest research trend of the education of secondary school teachers in Korea and analyzed connection of the issues and its trend by network text analysis. 이 연구는 한국 중등교사 양성교육의 연구 경향을 분석하기 위하여 최근 10년간(2003년~2012년) 중등교사를 양성하는 교육과 관련된 연구물 중 한국연구재단에 등재(후보)된 학술지 발표 논문 314편을 선정하고 네트워크 텍스트 분석 방법을 적용하여 분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 중등교사교육 연구는 평균적으로 연간 30편 정도 학술지에 발표되었고, 2006년, 2008년, 2011년에는 높은 빈도로 발표되었다. 둘째, 중등교사교육 연구는 교과와 공통, 단독과 공동 논문의 비율이 각각 6:4 정도로 나타났다. 셋째, 중등교사교육 연구는 『한국교원교육연구』에 가장 많이 다루어졌고, 교과교육, 중등교육, 교과 내용과 관련된 학술지와 교육행정학과 교육과정 전문 학술지에서 발표되었다. 넷째, 중등교사교육 연구의 초록에 제시된 키워드는 교사, 예비교사, 교육과정, 교사교육, 교육실습, 전문성, 사범대학, 교사양성, 교사양성교육, 임용시험, 프로그램, 교수내용지식의 순으로 나타났다. 다섯째, 중등교사교육 연구의 키워드 중 연결 중심성이 높은 54개 키워드를 추출하여 네트워크 분석을 실시한 결과, 교육과정~전문성~예비교사~교사양성교육, 임용시험~기준~평가, 교과교육학~질적연구~중등임용시험~출제, 교수학습~역량~효능감, 내용~지식~교수~교수내용지식, 학생~반성~사회과~역사교사의 밀접한 관련성이 나타나, 이러한 주제들이 함께 연구되고 있는 경향성을 알 수 있다. 이 연구는 네트워크 텍스트 분석을 활용하여 한국에서의 중등교사교육 연구의 최근 경향을 전체적으로 개괄하고, 연구주제의 관련성과 연계 경향을 분석하였다는 데 의의가 있다.

모잠비크 교육의 질 향상을 위한 교사교육·훈련의 특징과 쟁점 분석

유성상,박채원 한국외국어대학교 국제지역연구센터 2015 국제지역연구 Vol.19 No.3

Since the movement towards ‘Education for All’ and ‘Millennium Development Goals’, ‘achievement of universal primary education’ became a central goal among international education agendas. According to survey results so far, many developing countries are predicted to reach the goal by 2015. As many argue that, however, the current achievement so far promotes only quantitative growth, the debates regarding the quality aspect of education have been active recently. This paper focuses on ‘the quality level of teacher education and training’ by determining that this element has a great impact on other elements of quality education. The researchers explored the features of teacher education in Sub-Saharan Africa through a case study in Mozambique and analyzed the major issues on them with a document analysis and site survey including interview. Based on the teacher education system in Mozambique, this paper discussed the issues including pre-service teacher education, in-service teacher training, and distance teacher education. Then, the following four points are drawn as main problems in teacher’s quality. One, the connection between pre-service teacher education and in-service teacher training is scarcely firm. Two, it is seriously inequal of teachers quality by regions. Three, teachers in teaching profession are lacking professional training. Lastly, prompt reconstruction of social welfare for teachers is required. Following after such issue, challenges and tasks of education development and cooperation are suggested for assisting Mozambique to assure quality system in teacher education and training. ‘모두를 위한 교육(EFA)’과 새천년개발목표(MDGs)가 추진된 이래 ‘보편적 초등교육의 달성’은 국제사회 내 교육 의제들의 공통분모가 되었다. 지금까지의 조사결과에 따르면, 2015년 많은 나라들이 동 목표에 도달할 것으로 예측되나, 이러한 성과는 양적인 성장에 불과하다는 비판과 함께 교육의 질에 대한 관심과 개선을 위한 논의가 활발해지고 있다. 본고는 이러한 논의에 바탕하여, 질 높은 교육의 여러 요소들 가운데 ‘교사교육 및 훈련의 질적 수준’이 다른 교육 요소들의 한계와 문제들을 이어나갈 수 있도록 하는데 상대적으로 큰 파급효과를 가진다고 본다. 교육의 양적 확대에 따른 질적 수준 저하가 두드러진 사하라 이남 아프리카 개발도상국가들의 상황을 검토하고, 교사교육을 중심으로 한 교육의 질 향상이 중요한 시도임을 문헌검토 하였다. 특별히 본 연구는 사하라 이남 개발도상국 중 교육의 질 문제에 있어 관심을 모으고 있는 모잠비크의 사례를 통해 교사교육의 특징과 쟁점을 분석하였다. 이에 본문에서는 모잠비크 교사교육의 체제를 바탕으로, 예비교사교육과정, 현직교사훈련 훈련, 그리고 원거리 교육에 대해서 검토하였다. 주요한 연구결과로서, 첫째, 예비교사교육과 현직교사훈련 간의 연계성 부족, 둘째, 교사들 간의 지역 간 교육수준 격차 심화, 셋째, 예비교사교육과 현직교사훈련의 전문성 결여, 그리고 마지막으로 사회공공시설의 부족에 따른 제도적 보완의 시급성을 논의하였다. 이러한 논의에 이어 결론에서는 모잠비크 교육의 질 제고를 위한 교육개발협력 과제들을 제안하였다.

교사의 교육권에 대한 고찰 - 다른 교육 주체들의 교육권과의 관련을 중심으로 -

김상현 ( Kim Sang Hyun ) 한국교육철학회 2020 교육철학 Vol.77 No.-

The recent continuous violations of teachers' rights not only significantly reduce teachers’ satisfaction but also make teachers feel a great sense of atrophy. The infringement of teachers' right to education is not just an issue affecting teachers. The violation of teachers' right to education is a serious problem that has a negative impact on students, teachers, and parents as it can affect not only students' right to study but also their educational outlook. Therefore, efforts to prevent teachers from infringing on their educational rights are very important. As part of this effort, the study noted that teachers, students, and parents need to have a better understanding of teachers' right to education. Therefore, the study discussed the validity of teachers' right to education through discussions that justify teachers' right to education, and then looked at how Korean society recognizes teachers' right to education today. Furthermore, the study attempted to better understand teachers' right to education by reviewing the circumstances in which teachers' right to education should be restricted. Respecting a teacher's right to education means protecting a student's right to be educated, as it is essentially a right exercised to protect and support a student's right to be educated. Therefore, when determining whether a teacher's right to education is restricted, it is first necessary to determine whether the teacher's right to education has been violated, and if the student's right to receive education is to be restricted, it should be limited in the direction of protecting the student's right to education.