현장 중심 교사교육 연구 - 영국 옥스퍼드 대학교와 캐나다 퀸즈 대학교의 사례를 중심으로 = A Study on Field-based Teacher Education Programs : Reflective Practices at Oxford University, U. K. and Queens University, Canada

국문 초록 (Abstract)

  본 논문은 이론 중심적이고 지식평가 중심적인 우리나라 교사교육 프로그램의 개선을 위하여 현장 중심적이며 반성적 실천성에 초점을 둔 것으로 잘 알려진 영국의 옥스퍼드 대학교와 캐나다의 퀸즈 대학교의 교사교육 프로그램을 면밀히 검토하였다. 이때 분석의 요소는 크게 두 가지 범주로 나뉜다. 먼저 현장 중심성의 확인을 위해 프로그램이 지향하는 교육목적과 교육내용, 그리고 전체적 구성을 살펴보았고, 반성적 실천성의 확인을 위해 프로그램의 실제적 운영 양상, 즉 교사교육 담당자들 간의 협력관계와 학생 평가의 방식을 살펴보았다.<BR>  분석의 결과는 우리나라 교사교육의 변화 방향에 많은 시사점을 준다. 대표적인 것으로 먼저 예비교사들의 현장실습 기간을 늘리되, 이 기간을 현장실습에 대한 분명한 목적을 가지고 적절히 구조화해야 한다는 점이다. 이때 교사교육의 목적으로 ‘반성적 실천인’을 들 수 있다. 둘째, 대학과 협력학교의 교사교육 담당자들 간의 명확한 역할 분담과 함께 이들 간의 상호작용이 적극 유도될 필요가 있다.

다국어 초록 (Multilingual Abstract)

  This paper attempts to examine in detail two well-known teacher education programs at Oxford University in UK and Queens University in Canada, as a way to find some realistic implications for the improvement of the Korean teacher education program which is usually criticized as theory-oriented and knowledge test-directed. The category of the analysis is two-folded. One is the overall structures of the programs, including their educational purpose and curriculum; the analysis of them is expected to reveal how well the programs are designed in terms of their relevance to the school demands and concerns. The other is the ways the programs are run, i. e., the roles of and relations among teacher educators and school teachers; the analysis of them is expected to show how well they are operating in terms of their effectiveness in encouraging student teachers to be more reflective upon their field experiences.<BR>  This examination brings to us a few important implications for the future direction of the teacher education program in Korea. One is, among others, that, while extending the period of practicum, we should be able to structure student teachers" field experience under the clearly set-up purpose of teacher education, such as “reflective practitioners.” Another is that we need to develop a clear idea about the role division between teacher educators and school teachers as well as to encourage both the parties to cooperate with each other in educating student teachers.

목차 (Table of Contents)

• 〈요약〉
  Ⅰ. 서론
  Ⅱ. 연구 방법
  Ⅲ. 옥스퍼드대학교와 퀸즈대학교의 교사교육 프로그램 분석
  Ⅳ. 시사점 및 결론
  참고문헌
  〈Abstract〉
  

참고문헌 (Reference)

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