교수 학습과정에서의 교사의 지도력에 대한 제안

서지정보

ㆍ발행기관 : 이화여자대학교 교과교육연구소 ㆍ수록지정보 : 교과교육학연구 / 10권 / 2호
ㆍ저자명 : 오은경

목차

I. 서 론
II. 교수 학습상황의 특성
III. 지도력 논의로부터의 시사점
IV. 교사의 지도력에 대한 연구
V. 교원교육에의 제안
참고문헌

한국어 초록

교수 학습장면은 복잡하고 모호한 특징을 보인다. 또한 교사, 학생, 지식의 세 가지 근본 요소가 상호
작용하면서 예측하지 못할 상황에의 대처 능력을 필요로 한다.
따라서 전통적으로 교사의 전문성 향상을 위한 프로그램들이 제시한 표준화된 교육 과정, 교사의 재
훈련, 시행 등의 단선적인 개혁안들은 실패할 수밖에 없었다. 이에 한 대안으로 교사의 교수 능력에 덧
붙여서, 교사와 학생의 상호작용관계에 초점을 맞춘 교사의 지도력 요소들을 포함시킬 것을 제안한다.
학습공동체에서 교사들은 공동의 비전, 신념, 가치, 의미를 공유할 수 있는 지도력을 발휘할 수 있어야
한다.

영어 초록

“Ambiguity” is the word to describe the environment for decision-making within educational
organizations and the organizations themselves are labeled as organized anarchies. Teaching
contexts are different; thus, no one best way to practice exists. Teacher's work is characterized
by improvisation. Teachers have to develop the ability to improvise on the spot, rather than to
follow a model of teaching. Obviously, such improvisation will develop over time, with
practice, through trial and error, with greater understanding of the subject matter and of the
many ways students come to knowledge. What counts as well is the ability of teachers to make
judgments based on the specifics of the situations they face. They must create professional
knowledge in use as they practice. Donald Schon's work on the reflective practice of expert
professionals has caused widespread interest among teachers into teacher practice. Reflective
practitioners generate knowledge as they engage in the particulars of a case, spontaneously
forming intuitions about what is called for a given situation. Because of that essential need for
autonomy and discretion in the structuring of the classroom work, teachers may attempt to
exercise leadership.
The literature on teacher leadership has only begun to emerge recently. We have long
labored under the mistaken notion that leadership was something for administrators to exercise,
not teachers. Some researchers seem to imply that teachers exercise leadership in jobs and
activities outside the classroom. They speak of a kind of upward mobility of teachers who
move up to administrative responsibilities. Teachers may exercise leadership in nonteaching
work. This is not to deny that teachers exercise leadership in the other nonteaching position.
However, some scholars want to consider whether it is possible, indeed desirable, to think of
teacher leadership primarily as involving classroom teaching.
This article attempts to focus on teacher leadership in the classroom setting. The teacher
leader goes beyond the mastery of the common syllabus and good grades on tests to push for a more personal and profound appropriation of the material under study. And the teacher
leader tries to bring the whole class to a reflective appreciation of the significance of learning
in its own right. The teacher leader also has to communicate a belief in his students, an
expectation that they can do high-quality work. Teacher leaders bring to their work with
students an excitement about learning, an obvious caring for each student, and a commitment
to create satisfying possibilities for the achievement of each student. Students in their classes
perceive this caring and respond readily to it.
Teacher leadership within the teachers' own classrooms does not receive enough attention,
appreciation, or support. To develop more responsive approaches to their students, teachers
had better try to exercise leadership through reflective practice with their students in their
individual classrooms.

참고 자료

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