교사 전문성 개발을 위한 대안적 접근으로서 교사학습공동체의 가능성과 한계

국문 초록 (Abstract)

본 연구는 교사 전문성 개발을 위한 대안적 접근으로서 교사학습공동체의 가능성과 한계를 탐구하는 데 목적을 두었다. 이를 위해 본 연구에서는 첫째, 교사 전문성 개발에 대한 전통적 접근의 특징을 고찰하고 그 한계를 논의하였다. 둘째, 교사학습공동체의 개념을 고찰한 후, 교사 전문성 개발에 대한 교사학습공동체의 대안적 접근을 고찰하였다. 교사학습공동체의 실제 사례, 예컨대 National Writing Projects, Critical Friends Groups, Lesson Study, 협동학습연구회 등에서 이루어지는 전문성 개발 활동을 살펴보고, 교사학습공동체에서 이루어지는 전문성 개발의 특징을 고찰하였다. 셋째, 교사학습공동체를 둘러싼 주요 쟁점을 고찰하고 그 한계를 논의하였다. 본 연구에서는 특히 협력과 자율성의 문제를 고찰하였다. 마지막으로, 교사학습공동체가 교사 전문성 개발에 시사하는 바를 고찰하였다.

다국어 초록 (Multilingual Abstract)

The present study explored the possibilities and limitations of teacher learning community as an alternative to the traditional approach to professional development. For this purpose, first, the conception of teacher learning community were examined. Second, the characteristics and limitations of traditional approach to professional development were investigated. Third, professional development activities in teacher learning community were examined and the characteristics of professional development in teacher learning community were analyzed. Fourth, the issues and limitations of teacher learning community were investigated. In particular, teacher collaboration and autonomy were discussed. Finally, the implications of teacher learning community on professional development were discussed.

목차 (Table of Contents)

• 요 약
• Ⅰ. 서 론
• Ⅱ. 교사 전문성 개발에 대한 전통적 접근
• Ⅲ. 교사학습공동체의 개념
• Ⅳ. 교사 전문성 개발에 대한 교사학습공동체의대안적 접근
• 1. 교사학습공동체의 사례
• 2. 교사학습공동체에서 이루어지는 전문성 개발의 특징
• Ⅴ. 교사학습공동체의 쟁점과 한계
• Ⅵ. 결 론
• 참 고 문 헌
• ABSTRACT

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