미래 학교교육 변화 및 교육과정 재구성에 필요한 교사 전문성 탐색

서지정보

ㆍ발행기관 : 이화여자대학교 교과교육연구소 ㆍ수록지정보 : 교과교육학연구 / 19권 / 1호
ㆍ저자명 : 곽영순

목차

I. 연구의 필요성 및 목적
II. 이론적 배경
III. 연구 방법
IV. 연구결과
V. 결론 및 제언
참고문헌

한국어 초록

미래교육환경변화및교육과정자율화와더불어교사역할의재개념화가필요하다.특히미래
학교로 갈수록 국가수준의 교육과정이 대강화됨에 따라 교사는 자율적으로 학교 교육과정을 편
성?운영하는주체의역할을하도록기대된다. 본연구의목적은미래학교교육환경변화에대응
할수있는교사전문성,특히학교교육과정연구?개발자로서의교사의역할과비전을탐색하는
것이다.이를위해전문가심층면담과협의회를통해약15～20년후의학교교육의변화를전망하
고,미래학교에서요청되는교사전문성이무엇인지를탐색하였다.연구결과에따르면,전문가들
은미래학교교육전망으로변형이나재구조화시나리오가실현될가능성이가장높다고응답하였
다. 미래학교에서요청되는교사전문성으로는인간변화에대한이해력, 타자와의관계능력, 교
과전공지식,교수법혹은수업의전문성,핵심역량,평가전문성등이필요하다고제안하였다. 미
래학교의교사는능동적으로교육과정을편성?운영하는주체의역할을하도록기대되는데,이러
한미래학교에대처하려면교직문화를학습공동체로바꾸어야한다고전문가들은주장하였다.이
에결론부분에서는미래학교에서요청되는교사전문성함양을위해학습공동체를활용하는방안
을논의하였다. 교사학습공동체를 통해집단지성을함양하려면 학습공동체의 활동을보장하고,
다른학습공동체와네트워크를구축하며, 연구공동체의역할을수행하도록해야할것이다.

영어 초록

A reconceptualization of the roles of teachers is necessary with changes in the future
education environment and curriculum autonomy. In particular, teachers are expected to design
and operate school-level curriculum as the national-level curriculum is simplified or
decentralized in future schools. The purpose of this study is to explore teachers’
professionalism, roles, and visions as school curriculum designers and developers with changes
in the future education environments. We explored possible scenarios for future schooling in
15-20 years and teacher professionalism required in the future school through in-depth
interviews and meetings with 23 experts. According to the results, the experts regarded ‘the
transformation or reconstruction scenario’ as highly possible and desirable, followed by ‘the
market scenario’. The components of teacher professionalism for future schooling suggested by
the experts include the following: understanding of human change, relationship with others,
subject matter knowledge, teaching expertise, key competencies, assessment expertise, etc.
Teachers in the future school are expected to actively reconstruct school-level curriculum, and
therefore they should change the school into a learning community to respond to the demand.
Discussed in the conclusion are several ways to use a teacher learning community to meet the
demands of autonomous school-level curriculum reconstruction including assuring teachers’
learning community activities, networking with other learning communities, and performing
research community roles.

참고 자료

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