핀란드의 교사 정체성 연구에 대한 고찰 = A Review of the Research on Finnish Teachers’ Professional Identities

국문 초록 (Abstract)

[연구목적] 이 연구는 교육 강국으로 알려진 핀란드의 교사를 대상으로 한 교사정체성에 대한 논문을 고찰하여 연구의 목적과 연구방법, 강조되는 개념을 중심으로 살펴보고 한국의 교사교육에 적용 가능한 교육적 함의를 제안하고자 하였다. [연구방법] 이를 위해 EBSCO, ProQuest, ScienceDirect와 같은 데이터베이스에서 ‘핀란드 교사 정체성’을 검색어로 하여 찾은 논문과 헬싱키대학 도서관에서 검색한 영어논문을 포함하였으며, 최근 10년 이내에 발행된 것으로 제한하였다. [연구결과] 그 결과 핀란드의 교사 정체성 연구의 특성은 다음과 같이 정리할 수 있었다. 첫째, 교사 정체성 연구의 목적은 교사교육의 설계를 위한 기초 연구로써, 그리고 연구중심의 교사교육 제도를 보완하는 방안으로써 이론과 실제를 연결하고자 하는 목적을 갖는 것으로 보였다. 둘째, 연구의 방법으로 서사적, 대화적 자료를 활용한 질적 연구가 주를 이루었다. 셋째, 교사 정체성 발달에 행위 주체성을 더한 전문적행위주체성에 대한 연구가 활발하였다. 넷째, 정체성 협상의 주요 목적이자 수단으로 성찰의 적극적인 활용을 들 수 있고, 마지막으로 전문적 공동체를 적극적으로 활용하여 정체성 협상을 지원하고 있음을 알 수 있었다. [결론] 위의 연구결과를 토대로 교사의 정체성을 발달시키고 행위 주체성을 함양할 수 있는 교사교육 체계와 구체적인 실행 방안을 제안하고, 앞으로 진행될 교사교육연구의 방향을 제안하였다.

다국어 초록 (Multilingual Abstract)

[Purpose] This study aimed to examine the research papers on Finnish teachers’ professional identity formation to suggest pedagogical implications applicable to Korean teacher education. [Methods] To do this, we searched the academic databases like EBSCO, ProQuest, ScienceDirect by the keyword ‘Finnish teacher identity’. We confined our research for the studies published from 2008 to the present. [Results] The characteristics of studies about Finnish teachers’ professional identities could be summarized as follows. Firstly, the purposes of the research on teacher identity were to provide the basic knowledge for the development of pre-service teachers and to connect the theory and practice in order to supplement the research-oriented teacher education system. Secondly, qualitative research using narratives and interview data occupied the majority. Thirdly, the concept of agency has been widely used as a relevant construct addressing the teacher identity development. Fourthly, reflection has been considered as an essential tool of identity negotiation as well as a goal for teacher education program. Lastly, Finnish teacher educators are actively seeking to develop a new educational model of a professional community that provides emotional support as well as identity formation. [Conclusion] The implications of the above findings were discussed in relation to the Korean teacher education system and practical suggestions were made with regard to the pre-service and in-service teachers’ professional identity development.

목차 (Table of Contents)

• Ⅰ. 서 론 Ⅱ. 핀란드 사회의 교직관 Ⅲ. 연구 대상 논문 및 분류 Ⅳ. 핀란드 교사정체성 연구의 특성 Ⅴ. 결론 및 함의

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