한 교사교육자의 교수경험에 대한 자문화기술지

이동성 한국교육인류학회 2011 교육인류학연구 Vol.14 No.3

This paper describes the teaching experiences of a teacher educator in colleges and graduate schools of education through an autoethnography. Specifically, this study is focused on pedagogical content, way of teaching, multiple identities and perspectives, and the values and meaning of teacher education in higher education institutions according to a six year teaching journey. The specific results and conclusions are as follows:First, the pedagogical content of a teacher educator was not objective and value-free knowledge but a product of academic discourse, which was included or excluded by a teacher educator. The best way of teaching was not in a lecturer-oriented manner or student-oriented manner, but a pursuit for new horizons of knowing and living by mutual understanding of academic knowledge. Second, I as a teacher educator had constructed multiple sub-identities and perspectives such as that of a school teacher, lecturer in higher education and educational researcher. As a result, I became a reflective teacher educator who harmonizes the dual roles of the educational theory and practice through the sub-identity of a teacher educator as teacher of teachers. Third, I had suffered from crashes of intrinsic value and extrinsic value in the field of teacher education. Nevertheless, I tried to restitute intrinsic value and meaning of teacher education in higher education institutions through critical reflection of my own teaching experiences. 나는 고등교육기관에서 예비교사들과 현장교사들을 가르쳤던 개인적인 교수경험을 자문화기술지(autoethnography)를 통하여 이야기하였다. 특히 자문화기술자로서의 나는 교수내용과 교수방식, 복수적인 정체성과 관점, 그리고 교사교육의 가치와 의미를 중심으로 하여 교수 여정에 따른 개인적인 교수경험을 성찰하였다. 연구결과를 요약하여 제시하면 다음과 같다. 첫째, 한 교사교육자의 교수내용은 객관적인 지식의 실체가 아니라 임시적으로 편집되고 구성되며, 교사교육자에 의해 선택되고 배제되는 담론(discourse)의 결과물이었다. 그리고 좋은 교수방식은 교수자 혹은 학습자 중심의 이분법적 교수법이 아니라, 가르치고 배우는 자들이 기존의 교과지식을 철저히 이해하여 새로운 앎과 삶의 지평으로 함께 나아가는 것이었다. 둘째, 현장교사와 대학(원) 시간강사, 그리고 교육연구자라는 복수적인 정체성을 지닌 나는 복수적인 하위 정체성과 관점을 경험하였다. 그러나 연구자는 ‘교사들의 교사’로서의 하위 정체성을 통하여 교육이론과 교육실천에 대한 이중적인 역할과 관점을 점차적으로 조화시킬 수 있었다. 셋째, 나는 고등교육기관 교사교육의 실천 속에서 내재적인 가치들과 외재적인 가치들이 상충함을 경험하였다. 연구자는 이와 같은 개인적인 교수경험을 비판적으로 성찰함으로써 교사교육에서의 가르침과 배움에 대한 본질적 가치와 의미를 복원하고자 하였다.

유아교육교사의 유아체육교육에 대한 만족도

이해원(Hae Won Lee),유종상(Jong Sang Yoo),방희명(Hee Myung Bang) The Research and Information Service 2008 남부대학교 논문집 Vol.8 No.-

The objective of research is to investigate satisfaction of the child physical education which is recognized by teachers of child educational institutions. For this study, It was chosen the program satisfaction, teacher satisfaction, a tool satisfaction and effects as subordinate factors at the base of preceding research and theoretical background For searching such a this research, 197 data for investigation were collected from teachers who work at 60 institutions which are located in Seoul, Kyonggi and Inchon for example kindergartens, nursery schools, English & Art institutions and playhouses. It was used questionnaire for investigatory tool. Also It were used frequency analysis, t-test official approval and one-way ANOVA for data processing, and statistical numerical value is below 0.05 as a P value. The conclusions follows: First, in the point of satisfaction about the infant physical education according ages, 41 ages are the highest at the program satisfaction, the teacher satisfaction and tool satisfaction, and 31~35 ages are the highest at the effect satisfaction. In the point of satisfaction about the child physical education accodrding period of duty, workers who have worked over 7 years are the highest at the program satisfaction, and workers who have worked for 5~7 years are is the highest but workers who have worked below 1 years are the lowest at the teacher satisfaction and tool satisfaction. In the point of satisfaction about the child physical education according educational background, graduate students are the highest at the program satisfaction and teacher satisfaction, and undergraduate students are the highest at the tool satisfaction and effect satisfaction. Second, in the point of satisfaction about the child physical education according the child educational institution, Art & English institution is the highest at the program satisfaction, teacher satisfaction and effect satisfaction, playhouse is the highest at tool satisfaction. Third, in the point of elemental relations about the cruld physical education, the relation of program satisfaction, teacher satisfaction, facility satisfaction and effect satisfaction, the relation of teacher satisfaction, tool satisfaction and effect satisfaction, and the relation between tool satisfaction and effect satisfaction, all of them have interrelation. Though these results, teachers of the child educational institutions are satisfied with the child physical education compare to the past, and the child physical education has developed in quantity and quality. It needs to make agency, teacher and parent's effort together for remarkable development of the child physical education.

유아교육기관의 유아체육교육에 대한 만족도

이해원(Lee Hae-Won),유종상(Yoo Jong-Sang),윤수인(Youn Su-In) 한국체육과학회 2010 한국체육과학회지 Vol.19 No.4

The objective of research is to investigate satisfaction of the child physical education which is recognized by teachers of child educational institutions. For this study, It was chosen the program satisfaction, teacher satisfaction, a tool satisfaction and effects as subordinate factors at the base of preceding research and theoretical background. For searching such a this research, 197 data for investigation were collected from teachers who work at 60 institutions which are located in Seoul, Kyonggi and Inchon for example kindergartens, nursery schools, English & Art institutions and playhouses. It was used questionnaire for investigatory tool. Also It were used frequency analysis, t-test official approval and one-way ANOVA for data processing, and statistical numerical value is below 0.05 as a p value. The conclusions follows: First, in the point of satisfaction about the infant physical education according ages, 41 ages are the highest at the program satisfaction, the teacher satisfaction and tool satisfaction, and 31~35 ages are the highest at the effect satisfaction. In the point of satisfaction about the child physical education according period of duty, workers who have worked over 7 years are the highest at the program satisfaction, and workers who have worked for 5~7 years are is the highest but workers who have worked below 1 years are the lowest at the teacher satisfaction and tool satisfaction. In the point of satisfaction about the child physical education according educational background, graduate students are the highest at the program satisfaction and teacher satisfaction, and undergraduate students are the highest at the tool satisfaction and effect satisfaction. Second, in the point of satisfaction about the child physical education according the child educational institution, Art & English institution is the highest at the program satisfaction, teacher satisfaction and effect satisfaction, playhouse is the highest at tool satisfaction. Third, in the point of elemental relations about the child physical education, the relation of program satisfaction, teacher satisfaction, facility satisfaction and effect satisfaction, the relation of teacher satisfaction, tool satisfaction and effect satisfaction, and the relation between tool satisfaction and effect satisfaction, all of them have interrelation. Through these results, teachers of the child educational institutions are satisfied with the child physical education compare to the past, and the child physical education has developed in quantity and quality. It needs to make agency, teacher and parent's effort together for remarkable development of the child physical education.

중국 근대 사범교육제도의 형성

정낙찬(Jung Nak Chan),김홍화(Jin Hong Hua) 한국비교교육학회 2007 比較敎育硏究 Vol.17 No.2

  본 연구는 중국 근대 사범교육제도의 형성과 그 형성에 나타난 근대사범교육의 특징을 고찰하는데 있다. 그 결과 1890년대에 근대 사범교육이 맹아 하였고, 1904년 계묘학제의 반포와 실행에 따른 초급사범학당, 여자사범학당, 우급사범학당, 실업교원 양성소의 설치로 근대사범교육은 초등교원양성교육, 중등교원양성교육, 여자학교 교원양성, 실업기술교육교원양성에 이르기까지 비교적 완전한 조직체계를 이루었다. 이 형성과정에 나타난 중국 근대사범교육의 특징은 첫째, 종적이고 횡적인 독립적인 사범교육체제를 이루었다. 둘째, 국가가 통일적인 사범교육을 운영하였다. 셋째, 교육이론과 더불어 교육실습을 중시하였다. 넷째, 도덕과 인격교육을 중시하였다. 다섯째, 시기적절하게 사범교육의 발전규모와 형식을 조절하여 보통교육의 수용에 적응하였다. 여섯째, 사범생들에게 복무의무기간을 정하여 복무하도록 하였다는 점 등이다. 그래서 중국의 경제, 사회와 교육의 발전에 큰 공헌을 하였다.   The research intends to review the formation of modern teacher education and its character shown in its formation. As a result, modern teacher education germinated in the 1890s, and through establishment of elementary teacher institute, women"s teacher institute, second level teacher institute, unemployed teacher training institute, modern teacher education has comparatively formed a perfect system ranging from elementary teacher training to middle level teacher training, girl"s school teacher training, and skill education for unemployed teacher.<BR>  The characters of modern Chinese teacher education are, first, it formed both vertical and horizontal independent teacher educating system. Second, the nation operated a unified teacher education. Third, importance was attached in education theory and education practice as well. Fifth, timely control of development size and form of teacher education enabled it to fit for common education. Sixth, public training period was established and held. Therefore, it contributed to the development of Chinese education, economy, and society.

예비교사가 교육실습 과정에서 겪는 인성교육 경험에 관한 근거 이론적 접근

이 준(June Lee),이윤옥(Yun- Oug Lee) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.1

『인성교육진흥법』이 국회를 통과하여 2015년 7월부터 시행에 들어갔다. 동법에 따라 앞으로 교육대학, 사범대학과 같은 교원양성기관은 예비교원의 인성교육 지도 역량 강화를 위해 인성관련 과목을 의무적으로 개설, 운영해야 한다. 예비교사들이 인성교육을 어떻게 인식하고 있으며, 교원양성과정에서 어떠한 교육이 필요하다고 판단하고 있는지를 파악하는 것은 교원양성기관의 인성교육 내실화를 위한 출발점이 될 것이다. 학교 현장에 대한 이해가 부족한 예비교원들은 교육실습을 통해 인성 교육의 의미를 새롭게, 보다 깊이 있게 경험하게 된다. 이러한 맥락에서 본 연구는 예비교사들이 교육실습을 통해 인식한 인성교육에 대한 경험을 탐색하기 위해 교육 실습을 마친 교육대학원 학생 33명을 대상으로 경험을 도구화함에 유용한 Strauss와 Corbin(1998)의 근거이론 접근방법에 기초하여 연구하였다. 연구결과, 인성교육 경험에 대하여 69개의 개념과 18개의 하위범주 및 12개의 핵심범주가 도출되었다. 본 연구 결과 예비교사들이 교육실습 과정을 통해 경험하고 이해한 인성교육의 중심현상은 ‘인성교육 방식의 변화 필요’로 나타났으며, 예비교사들이 실습과정에서 경험한 인성교육 방식 변화 필요에 대해 어떻게 수용해 가는지에 대해 과정을 본 결과는 ‘혼란 및 걱정’, ‘인식 및 수용’, ‘시도’, ‘재구조화’로 정리되었다. 또한 예비교사의 인성교육 인식 유형으로는 ‘공감형’, ‘수용형’, ‘갈등형’ 등 3가지 유형으로 정리되었다. 과정분석의 결과 및 근거자료에서 도출된 내용을 바탕으로 예비교사의 인성교육 고취를 위한 논의와 함께 후속연구에 대한 제언을 하였다. Character Education Improvement Act has been passed by National Assembly and taken effect since July, 2015. From now on, teacher education institutes such as teachers colleges are necessary to open required courses related to character education in order to strengthen pre-teachers character education. In this sense, it is important to prepare pre-teachers so that they understand what character education is, how character education implements, and how they improve practice competency. This study is intended to understand how pre-teachers for middle and high schools perceive and pay attention to character education during practicum and to investigate character education competency required by pre-teachers. 33 graduate students in education department participated in this study and the grounded theory approach by Strauss and Corbin(1998), which is useful to schematize experiences, was used as a method. As a result, regarding character education experiences, 69 concepts, 18 subcategories, and 12 categories were suggested. ‘Pre-teachers character education type during the teacher education is suggested as a core category. As a result of analyzing pre-teachers experience of character education during practicum, four stages such as ‘confusion and worry stage, ‘recognition and acceptance stage, ‘try stage and ‘restructured stage have been suggested. Also, considering ‘middle and high school pre-teachers character education perception, three types like ‘empathetic type, ‘acceptive type, and ‘conflictive type have been proposed. Based on what has been suggested as a result of process analysis and grounded theory, some ideas on improving pre-teachers character education competency and following research have been discussed.

교원양성기관의 진로교육 교육과정 내용 분석

정철영(Chul-young Jyung),정진철(Jinchul Jeong),이종범(Jongbum Lee),남중수(Jungsoo Nam),정지은(Jieun Jeong),임소현(So Hyun Im) 한국진로교육학회 2017 진로교육연구 Vol.30 No.3

이 연구의 목적은 교육대학교 및 사범대학에서 진로교육과 관련하여 운영 중인 강좌에서 다루고 있는 내용을 분석하여 교원 양성기관에서 진로교육 관련 교사교육에 시사점을 도출하는 데 있다. 이 연구의 주된 내용은 ① 초·중등 진로교육 및 초․중등교원 양성기관의 교육과정 현황 분석, ② 교원양성기관에서의 진로교육 내용 영역 도출, ③ 초·중등 교원 양성기관의 진로교육 관련 강좌의 진로교육 내용 분석, ④ 교원 양성기관의 진로교육 관련 교사교육에 대한 시사점 도출로, 관련 문헌 분석 및 교원양성기관의 진로교육 관련 강좌 강의계획서 내용 분석을 통하여 시사점을 도출하였다. 분석 결과, 첫째, 초등학교에서의 진로교육개념, 초등학교의 진로교육에서 교사의 역할 등의 내용을 다루고 실제로 모의수업을 통해 경험해 보는 강의가 필요하다. 또한, 초등 진로교육 단계의 진로교육 목표 중 중요한 부분의 하나가 긍정적인 직업관 형성이라는 점을 고려하여 그에 대한 내용도 중요하게 다루어질 필요가 있다. 둘째, 중등교원 양성기관에서는 교직이수 및 대학원 등의 과정보다 체계적으로 운영된다고 볼 수 있는 사범대학 내에서도 교원의 진로교육역량을 개발하기 위한 교육 프로그램에 대한 인식과 실천이 미흡하다고 볼 수 있다. 예비교사의 진로교육역량을 강화하기 위해서는 예비교사가 필수로 이수하는 교육과정 내에서 진로교육과 관련한 구체적인 교육과정운영 가이드라인 제시가 필요하며, 현재 중등교원 양성기관에서 이루어지는 교육과정에 대한 개선 및 보완을 위해 표준화된 교육 내용 및 방법을 제시할 필요가 있다. The purpose of this study was to analyze the contents of the courses operated in relation to career education at the universities of education and colleges of education and to draw implications for teacher education related to career education in teacher education institutes. Specific objectives to accomplish the research goal were as follows: first, to identify the curriculum of elementary and secondary career education and primary and secondary teacher education institutes second, to derive the contents of career education contents in teacher education institutes third to analyze he contents of career education of teacher education institute fourth, to suggest implications for teacher"s education related to career education by analyzing literature and syllabus of lectures related to career education in teacher education institutes. The results of this study were as follows. First, the courses related to career education, operated by elementary school teacher education institutes mostly include the concept of career education, career theory and self-understanding area. However, understanding of changing gender role, attitudes for occupation and the formation of habits need to be more important. Second, in the courses related to career education of secondary teacher education institutes, it needs to more cover the contents of school career education. Also it is necessary to present the standardized contents of the courses related to career education provided by the secondary teacher education institute.

보육교사 1급 승급 보수교육 체계의 논점과 제언

정효정(Chung, Hyo-Chung) 한국영유아보육학회 2019 한국영유아보육학 Vol.0 No.119

보육교사의 질적 수준 여하에 따라 보육활동의 전문성이 좌우된다. 즉, 보육교사의 전문성의 질이 양질의 보육을 가능케 한다. 보수교육의 전문성을 높이기 위해서는 먼저 보육교사의 우수한 양성과정이 전제되어야 한다. 그러나 우리나라 보육교사 자격은 다양한 경로로 취득되고 있다. 따라서 양성기관의 양성과정에서 발생하는 질적 차이는 태생적으로 보육교사의 전문성 문제로 연결되고 보육의 정체성과 보육교사의 전문성에 지속적으로 영향을 미치고 있는 바, 이와 같은 질적 격차를 보완하기 위한 현직교사의 보수교육은 그 중요성이 매우 크다. 보수교육은 현직에 근무하는 보육교사들의 기존 지식에 새로운 지식과 기술을 습득하여 자기 성장 및 발전을 도모해가는 연수이자 교직활동이다. 특히 경력 있는 교사가 스스로를 전문인으로 인지할 수 있으려면 무엇보다도 자기 역할에 대한 전문성 인식과 긍정적 신념이 중요하다. 그러기 위해서는 경력교사를 위한 보수교육의 효과성과 효율성이 수반되어야 한다. 그러나 현행 운영되고 있는 보수교육 과정, 교육방식, 교육시간 등에 대한 교육 대상자들의 만족도도 그리 높지 않다. 획일적이고 비차별적인 교육내용, 집단 강의식 등의 교육 방식, 여러 교과목을 80시간 안에 한꺼번에 이수해야하는 비효과성 등이 지속적으로 지적되고 있다. 이에 본 연구에서는 보육교사 1급 승급교육 대상자의 면담과 선행연구 검토를 통하여 주요 논점을 제시하였고, 경력교사들의 욕구에 기인하여, 현행 규정 80시간 안에서 효율성 및 효과성 제고를 위해 3가지 영역의 교과목들을 통합하고 축약한 교육내용, 사례탐구 및 워크숍중심 등의 교육 방식, 그리고 보수교육 이수 자체를 위한 일괄적인 보수교육이 아니라 다양한 방식의 보수교육 이수 방안을 검토함으로써 보수교육 시간(기간)의 유연성을 유도하고자 했다. The professionalism of childcare activities depends on the qualitative level of childcare teachers. Thus the quality of childcare teachers’ professionalism enables high quality childcare. To heighten the professionalism of refresher education, there must be the premise of excellent fostering course for childcare teachers. However, childcare teacher license is acquired through various routes in Korea. As the qualitative difference in the fostering course of fostering institutions innately connects to the problem of childcare teachers’ professionalism and continuously influences the identity of childcare as well, the refresher education of current teachers is very important in enhancing such qualitative difference. Refresher education is training and teaching activity in which current childcare teachers seek self-growth and development through learning new knowledge and skills. Especially if experienced teacher is to recognize oneself as a professional, awareness of professionalism and positive belief in one’s role are the most important. For that to happen, the effectiveness and efficiency of refresher education for experienced teachers must be entailed. Yet, the teachers are not so highly satisfied with currently operated refresher education course and its education method and education duration, etc. There is constant criticism for uniform and undifferentiated education course, group lecture-type education method, and the ineffectiveness of taking many classes in 80 hours. Thus this study presents major points of discussion through interviews of teachers subject to education for promotion to childcare teacher level 1 and examination of previous research. Also based on the necessity and needs of experienced teachers, this study examined education contents that integrated and abridged the subjects in 3 areas for enhancing efficiency and effectiveness in the current regulation of 80 hours, education method centered on case study and workshops, and sought to induce flexibility of time (duration) for refresher education by examining various measures of taking refresher education, not a uniform education course only for the completion itself.

대안교육 민간 위탁기관 교사의 고용불안정성이 교사효능감, 교사-학생관계, 교사헌신에 미치는 영향

이아람 세명대학교 인문사회과학연구소 2022 人文 社會科學硏究 Vol.30 No.3

· 연구 주제: 대안교육 민간 위탁기관 교사들의 고용불안정성, 교사효능감, 교사-학생관계, 교사헌신 간의 구조적 관계를 파악하고, 교사효능감과 교사-학생관계의 매개효과를 검증하였다. · 연구 배경: 대안교육 민간 위탁기관 효율성 제고를 위해 대안교육 민간 위탁기관 교사의 지속적인 고용유지 필요성에 대한 기초적인 연구가 필요하다. · 선행연구와의 차이점: 선행연구는 대안교육 민간 위탁기관 운영 성과를 평가하기 위해 실시된 연구로 이를 일반화하기에는 한계가 있으므로 본 연구에서 대안교육 민간 위탁기관 교사를 대상으로 고용불안정성이 교사효능감, 교사-학생관계, 교사헌신에 미치는 영향에 관한 연구하였다. · 연구방법: 서울, 경기 교육청으로부터 대안교육 민간 위탁기관으로 지정 받은 민간 위탁기관에 소속 된 교사들을 조사대상자로 선정하였으며, 최종 260부를 실증분석에 활용하였다. 수집된 자료는 SPSS 및 AMOS 통계프로그램을 활용하여 분석을 실시하였다. · 연구결과: 실증분석결과 다음과 같이 나타났다. 첫째, 대안교육 민간 위탁기관 교사들의 고용불안정성은 교사효능감과 교사-학생관계에 통계적으로 의미 있는 부(-)의 영향을 미치는 것으로 나타났다. 둘째, 대안교육 민간 위탁기관 교사들의 교사효능감은 교사-학생관계에 의미 있는 영향을 미치는 것으로 나타났다. 셋째, 대안교육 민간 위탁기관 교사들의 교사-학생관계는 교사헌신에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 넷째, 대안교육 민간 위탁기관 교사들의 고용불안정성은 교사효능감을 매개하여 교사헌신에 간접영향을 미치는 것으로 밝혀졌다. 다섯째, 고용불안정성은 교사효능감과 교사-학생관계를 이중매개하여 교사헌신에 유의한 간접영향이 존재하는 것으로 나타났다. · 공헌점 및 기대효과: 대안교육 민간 위탁기관 교사의 교사 헌신을 강화하기 위해서는 안정적인 고용과 열악한 처우를 개선하여 고용불안정성을 줄이고, 교사효능감, 교사-학생관계를 향상시키는 방안이 필요함을 본 연구를 통해 확인하였다. · Research topics: The purpose of this study is to identify the structural relations among employment instability, teacher efficacy, teacher-student relations, and teacher commitment of private entrusted teachers of alternative education. This study also aims for investigating the mediating effect of teacher efficacy and teacher-student relations. · Research background: Fundamental research on the necessity of maintaining continuous employment of teachers in private entrusted institutions of alternative education is a prerequisite to improving the effectiveness of private entrusted institutions of alternative education. · Differences from prior research: Although the previous research was conducted to evaluate the performance of private entrusted institutions of alternative education, there is a limit to generalizing it to the effect of employment instability of teachers. Therefore, this study investigated the structural relations among employment instability, teacher efficacy, teacher-student relations, and teacher commitment of private entrusted teachers of alternative education, and the mediating effect of teacher efficacy and teacher-student relations as well. · Research method: To achieve the purpose of this study, teachers who belong to private entrusted institutions of alternative education commissioned by the Seoul and Gyeonggi Office of Education were selected as survey subjects, and a total of 260 copies were used for empirical analysis. · Research results: The empirical analysis indicated that (i) the employment instability of teachers in private entrusted institutions of alternative education had a statistically significant negative effect on both teacher efficacy and teacher-student relations. Also, (ii)the teacher efficacy in private entrusted institutions of alternative education had a significant effect on teacher-student relations. It was subsequently found that (iii) the teacher-student relations in private entrusted institutions of alternative education had a statistically significant effect on teacher commitment. Based on these structural relations among employment instability, teacher efficacy, teacher-student relations, and teacher commitment, we could conclude that (iv) the employment instability of teachers in private entrusted institutions of alternative education affected indirectly teacher commitment through mediating teacher efficacy. In addition, (v) the employment instability had a significant indirect influence on teacher commitment by double mediating teacher efficacy and teacher-student relations. · Contribution points and expected effects: This study reveals that it is essential to plan to improve stable employment and inadequate treatment to reduce employment instability and improve teacher efficacy and teacher-student relations, thereby strengthening the teacher commitment to private entrusted institutions of alternative education.

중등학교 저경력 교사들의 교직 경험 분석을 통한 교원양성기관의 영 교육과정과 향후 과제

이지은 한국내러티브교육학회 2024 내러티브와 교육연구 Vol.12 No.1

Social change and the Ministry of Education’s new national curriculum require teacher’s new roles and change. This study explored which difficulties the secondary school novice teachers experienced due to the null curriculum of the secondary teacher education institutions, and suggested future tasks. As a result of the study, novice teachers experienced difficulties when they should provide customized instruction, evaluation, and counseling; do the digital tasks and new administrative tasks; and adapt to the school’s organizational culture. The list of the null curriculum of the secondary teacher education institutions is: the way to apply teaching and learning theories to practice; the way to proceed the assigned tasks and exemplary cases; a class to improve digital competence; and a chance to experience a school. To resolve these problems, pre-service teachers should acquire diverse knowledge and competencies, and learn practical teaching methods through the teacher education institutions’ liberal education, major, and teacher profession courses. Guiding an exemplary learning model, utilizing school teachers, and making common standards for domestic teacher education institutions should be considered as well.

교직의 전문성에 대한 역사적 고찰 : 미국 교원교육사를 중심으로

이윤미 韓國敎育史學會 2005 한국교육사학 Vol.27 No.2

This paper examines the history of teacher education in the United States, which began to institutionalize since the so-called antebellum period (1830-1860) as part of the reform agenda of the American Whigs. The spread of common schools led to an introduction of the normal schools modeled on the Prussian "Teacher Seminary." The normal school was the first kind of formal institution to train teachers for a "profession." Yet the status of teachers, especially those of the primary schools, did not reach a professional level until the late nineteenth-century reform efforts towards the systemization of society, driven by the so-called social efficiency movement of the time, took place. The normal schools came to be replaced, subsequently, by normal colleges or teacher colleges in the university. The societal urge to professionalize the teaching force, which required higher education for the teachers and increased administrative control over schools, clashed with the teachers who organized themselves to claim for their own definition of professionalism by means of unionization. However, the professionalization of teaching was sought through establishing professional schools at the university level where academic research on education was increasingly considered more legitimate than offering practical skills for prospective teachers. As the teacher training became an integral part of the universities, by the 1920s, throughout the country, the distinction among classroom teachers, administrators and those in the academia began to form a hierarchy. The question of professionalization of teaching became more of a concern of the professionals outside the classroom instead of those in the inside. As critics point out, an ironical phenomenon of "leaving the classroom" to "enter the field of professionalism" increasingly has become a reality in American education. The particular course of evolvement of the teacher education institutes with regard to the issue of professionalization of teachers in the United States sheds light on the experiences of others, especially those of the Korean case where the reform of teacher training institutes has been a point of debate. The American experience suggests that a "re-definition" of the source of professionalization of teaching or teacher professionalism, where the empowerment of teachers at the classroom level is considered of utmost importance, should be crucial for a successful reform in teacher education.