교사의 교육과정 전문성 관점에서 본 초등 교사의 담당 학년 배치에 관한 고찰 = A Discussion on the Primary School Teachers` Grade Placement in terms of Teachers` Curriculum Professionalism

다국어 초록 (Multilingual Abstract)

This study aims first, to review and analyze the recent discourses on teacher professionalism in terms of curriculum practising, second, to reflect on the present situation of primary school teachers` grade placement in Korea through survey research and teacher interviews, and finally to suggest the directions to improve teachers` grade placement for the pursuit of enhancing teacher professionalism and high-quality school curriculum implementation. The results of this study are as follows: First, the recent teacher professionalism discourses have been focused on close alignment of teacher and curriculum and `teacher as learner` concept. Second, in ordinary primary schools, teachers` grade placement has been largely determined by teachers` personal preference and their age rather than their expertise and students` needs. This situation prohibits primary school teachers to have optimal learning opportunity in classroom context. They inevitably have limitations in accumulating their curriculum and teaching professions on their own. Third, to improve such situation it is necessary to consider the possibilities of the new concepts, those are, `teachers grade placement cycle` and `grades cluster approach.` In short, teachers need the real opportunities and time to consolidate their own in-depth experience on school curriculum and students.

참고문헌 (Reference)

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