책무성 정책과 전문성 개발변인이 교사의 교수방식에 미치는 효과 비교 분석 = Comparison of the Impact sizes of accountability and professional development on Teachers' Instructional Practice

다국어 초록 (Multilingual Abstract)

Comparison of the Impact size of accountability and professional development on Teachers' Instructional PracticeLee, Kwanghyun(Korean Educational Development Institute)This paper examines two competing perspectives regarding the impact of standards-based accountability policy on teachers' instructional practice using the 2000 National Center for Educational Statistics (NCES) School and Staffing Survey(SASS). The first perspective is derived from the behavioral predictions or theor of action put forth by accountability policy advocates. According to this view, a properly designed state-level accountability policy will induce teachers to use state curriculum guidance and students' test score to modify their instructional practice in order to improve student performance. The second perspective is derived from the Cohen's cognitive theory that teachers' opportunities to learn will be the main determinant of policy implementation or change of teachers' instructional practice. Analysis of the 2000 SASS database using ordered probit/logit models shows that both accountability policy and teachers' opportunities to learn measured by professional development participation lead to teachers' more frequent use of state/district standards. However, the explanatory power of teachers' opportunity to learn is significantly larger than that of accountability policy. Furthermore, accountability policy produces an unintended consequence: teachers from states with strong accountability policies are more likely to group students within the classroom by achievement or ability level, which is discouraged by the state standards.

국문 초록 (Abstract)

본 논문에서는 교사의 교수 실천방식(Teaching Practice)의 변화에 대한 두 가지 이론적 관점에 대해서 미국의 국가교육통계청의 2000년도 학교와 학교교원의 서베이 데이타(The 2000 National Center for Educational Statistics School and Staff Survey)를 이용해서 분석, 논의한다. 첫번째 이론적 관점은 행동주의적 예측, 혹은 본인-대리인 모델 (Principal-Agent Model)에 근거한 책무성 정책(Accountability Policy) 지지자들에 의한 행동 이론에 근거한다. 이 이론적 관점에 따르면 학교평가와 재정적 유인으로 고안된 주차원의 책무성 정책이 교사들의 교육실천(Instructional Practice) 방식에 큰 변화와 개선을 가져올 것이라고 본다. 한편, 두 번째 이론적 관점은 David Cohen의 인지론적 이론에 근거하는데, 책무성 제도보다는 교사들의 학습기회향상을 통한 지식의 향상이 교사들의 학급에서의 교육실천 방식에 더 결정적 영향을 미친다고 보고 있다. 미국의 국가교육통계청의 설문 자료를 순위 프로빗/로짓 모델(ordered probit/logit model)을 이용한 분석결과, 책무성 정책과 교사들의 전문성 개발을 위한 학습기회 모두 교사의 교수실천에 긍정적인 영향을 미친 것으로 드러났다. 그러나 책무성 정책이 교사들의 전문성 개발보다는 통계학적으로 더 크게 교사들의 교수실천방식의 변화에 영향을 주지는 못했다. 그리고 교사의 교과기준 관련 전문성 개발 프로그램의 참여여부 변인이 통계적으로 책무성 정책 변인보다 더욱 유의하게 교사의 주차원의 교과기준 활용도에 긍정적으로 영향을 주고 있는 것으로 나타났다.

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