교사 전문성의 재개념화 방향 탐색을 위한 기초연구 = Reconceptualization of Teacher Professionalism: Exploration of New Directions

다국어 초록 (Multilingual Abstract)

Over the last 150 years there have been many societal changes with a great impact on teachers` work. These changes require the new form of teacher professionalism corresponds to what teachers are being asked to undertake. This study aims to explore the new directions to reconceptualize teacher professionalism in the 21st century changing society. To accomplish the goal, several research questions were reviewed and discussed as follows. First, this study explores the image of teachers as professionals that we may have in mind. Teachers have been seen as the doers or practitioners, as those who realize what others have planned. And they have been considered as subject-matter specialists, as those who have specialism based on their single subject. But it is discussed that this image of teachers has some limits in the 21st century society. Second, this paper reviews teacher professionalism as passing through four historical phases: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age-post-professional or postmodern. Current experiences and perceptions of teacher professionalism and professionalization, it is argued, draw on all these age. Third, this study suggests the new directions to reconceptualize teacher professionalism. It is discussed that teacher professionalism need to be reconceptualize in terms of teachers as designers and connective specialists.