교사 만들기의 새로운 패러다임 : 교육현장 경험의 변환적 재구성을 위한 시사점 Implications for Transformative Reconstruction of Student Teaching Experiences = A New Paradigm in the Making of a Teacher

다국어 초록 (Multilingual Abstract)

Student teaching is usually considered the ritual bridge between the student's world and the teacher's world. The dominant model of current teacher education is organized on the tacit theory of direct integration: the university provides the theories, methods, and skills; schools provide the classroom, curriculum, and students.
This article explores what student teachers learn about the work of teachers as they combine their own experience in teacher education with their student teaching practice. Prospective teachers need to take part in developing critical ways of knowing which can interrogate school culture, the quality of students' and teachers' lives, school knowledge, and the particular role biography plays in understanding the dynamics.
Understanding the work of a teacher as transformative intellectual can empower prospective teachers to examine their own histories, those connections to the past which in part define who they are and how they mediate and function in the world. But for this reconception of the teacher to have any import in teacher education, we can no longer view it as a technical education producing technicians. In order for prospective teachers to experience becoming a teacher as an activity of human agency, the structure of teacher education must begin in a social environment which enables prospective teachers to engage in their professional development as students and teachers.
Three notions - wisdom, authenticity, and passion - related to professional practice that field-based teacher educators were perceived as particularly valuable in their work with student teachers were identified. Field-based teacher educators' work with student teachers constitutes a transformative pathway through which student teachers can come to understand and experience what it means to be a teacher.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 교사 만들기에 대한 이론적 관점
• 1. 기술적/도구적 관점
• 2. 사회화 과점
• Ⅲ. 교사 만들기에 대한 기존 관점의 재검토
• 1. 실제적 경험과 비현실적 이론
• 2. 교사 만들기의 문화적 신화들
• Ⅳ. 비판적 교사 만들기의 가능성과 실천성
• 1. 교사교육의 목적
• 2. 교사의 일의 본질과 내용
• 3. 교사의 참여방법
• Ⅴ. 결론