본 연구는 수석교사제 시범운영 과정을 비판적 관점에서 검토해 보고 그에 따른 개선방안을 제시하는 데 목적이 있다. 수석교사제는 가르치는 일에 전념하는 교사가 우대받는 교직 풍토를 조성하고 지속적인 능력개발과 교단의 학습조직화를 구축하기 위해 1년간(2008.3～2009.2) 시범적으로 운영하였다. 이러한 시범운영 과정이 수석교사제의 성격에 부합하는지를 쟁점 사항별로 검토해 본 결과는 다음과 같다. 첫째, 수석교사 직무의 명료성은 직무분화와 교사 발달의 특성을 고려하여 역할 규정을 명세화하여야 할 것이다. 둘째, 교수직과 관리직의 교류 여부는 우선 교직의 특성을 반영한 자격과 직급체계로 개념화하여야 할 것이다. 셋째, 경력의 적정성 여부는 수업 전문성과 교직문화를 동시에 고려해야 하며, 끝으로 수석교사에게는 학생을 위한 사랑, 수업에 대한 열정, 동료교사와의 지식공유 등의 교육적 가치와 신념이 요구되어 진다.

The major purpose of this study is to understand philosophical implication and critical review newly proposed Master Teacher Program. Many teachers want to be promoted educational administrators. Because there is not a promotion system for as Master teacher. This situation doesn’t encourage teachers’ efforts for professional development and mutual cooperation. We need Master Teacher Program for encouraging cooperative professional development. Master Teacher should be a leader of teacher’s learning organization. Master Teacher should help teachers to share their professional knowledge and to learn how to develop their professional capacities together. In conclusion, this study would reduce the resistance towards newly proposed Master Teacher for creating teachers’ learning organization. Because this program enables teachers to achieve sustainable development. Based on the findings, a few recommendations were made to improve and extend newly the pilot operation for master teacher.

The major purpose of this study is to understand philosophical implication and critical review newly proposed Master Teacher Program. Many teachers want to be promoted educational administrators. Because there is not a promotion system for as Master teacher. This situation doesn’t encourage teachers’ efforts for professional development and mutual cooperation. We need Master Teacher Program for encouraging cooperative professional development. Master Teacher should be a leader of teacher’s learning organization. Master Teacher should help teachers to share their professional knowledge and to learn how to develop their professional capacities together. In conclusion, this study would reduce the resistance towards newly proposed Master Teacher for creating teachers’ learning organization. Because this program enables teachers to achieve sustainable development. Based on the findings, a few recommendations were made to improve and extend newly the pilot operation for master teacher.

master teacher, piloting, teacher professional