초록 열기/닫기 버튼
본 연구는 교사의 전문성 영역과 전문성 발달 단계를 반영하는 2차원 교사자격기준을 개발하고 이의 타당성을 분석하는 것이다. 먼저 교사 전문성 영역, 교사 전문성 발달 단계를 설정한 후 연구 모형 및 교사자격기준을 개발하였다. 그리고 델파이 조사를 통한 연구를 수행하였다. 연구 결과 첫째, 연구 모형은 교사 전문성 영역을 ‘교육지식 영역’, ‘교육실천 영역’, ‘교직수행 영역’으로 구분하고, 교사 전문성 발달 단계를 ‘전문성형성단계’, ‘전문성적용단계’, ‘전문성심화단계’, ‘전문성확산단계’로 설정하여 2차원적으로 구조화하였다. 둘째, 교사자격기준에 대해 교육전문가의 반응을 조사하여 수정하였으며, 타당도와 신뢰도 분석 결과는 적합한 것으로 확인되었다. 따라서 본 연구를 통해 개발된 2차원의 교사자격기준은 교사의 전문성 신장에 기여할 수 있으며, 교사자격단계를 교사의 전문성 발달 단계에 따라 4단계 등 다단계로 구분할 수 있을 것이다.
The purpose of this study is to develope 2-dimensional teacher qualification standards, which reflect professional domains and professional levels, and to examine their validity. First, the professional domains of a teacher as well as the professional development level were determined. After that, study model and teacher qualification standards were developed. And research were conducted through Delphi survey. The results of the study are as follow. First, the model for developing teacher professionalism standards includes teaching domain and professional development levels, resulting in a 2-dimensional structure. The teacher professional domains is shown to consist of the knowledge of education domain, education practice domain, and teaching professional fulfillment domain. The teacher professional development level were presented to consist of the professional establishment level, professional application level, professional improvement level, and professional distribution level. Secondly the teacher professional standards were revised according to the comments made by experts in education. Analysis results of content validity and reliability were confirmed to be appropriate. Therefore, the 2-dimensional teacher qualification standards developed in this study may contribute to the policy improvement of personnel administration in education, and also, in practice. It can work for a basic source in relation to developing curricular for pre-service and/or in-service teacher training courses.
키워드열기/닫기 버튼
teacher qualification standards, teacher professional domains, teacher professional development levels, personnel administration policy in education, teaching certification system
