이 연구는 교사발달단계에 따라 초등학교 교사들의 수업전문성은 어떠한 차이가 있는가를 밝 히는데 연구의 목적을 두고 있다. 이러한 연구목적을 달성하기 위하여 서울시에 소재하고 있는 초등학교 교사를 교직경력별로 구분하여 340명을 유층무선표집 하였다. 설문지는 교사발달단계 에 따른 수업전문성을 알아보기 위해 윤홍주의 교사발달단계 측정 설문지를 수정․보완하여 사용 하였으며 수업전문성은 한국교육과정평가원에서 제작한 문항을 연구의 목적에 맞게 수정․보완하 여 사용하였다. 연구가설을 검증하기 위해 문헌고찰과 조사연구를 병행하였으며 이를 통하여 얻은 결론은 다음과 같다. 첫째, 교직경력별에서 교사발달정도가 모두 유의미한 차이가 있는 것으로 분석되었다. 둘째, 교직경력별에 따라서 수업전문성이 유의미한 차이가 있는 것으로 분 석되었다. 셋째, 교사발달단계에 따라 수업전문성 하위변인인 내용지식 및 내용교수법, 학생이 해, 수업설계, 학습 환경 조성 및 학급운영, 수업실행, 수업반성 및 전문성 발달 수행수준은 모 두 유의미한 차이가 있는 것으로 분석되었으며 수행수준은 승진지향단계, 성숙단계의 교사 순 으로 가장 높게 나타났고, 생존단계의 교사가 가장 낮게 나타났다. 이러한 결론을 통하여 경력 이 낮은 교사가 대부분 차지하고 있는 생존단계 교사의 수업전문성을 강화시키기 위한 교원양 성 프로그램의 개선이 필요함을 시사 받았다

The purpose of this study is to examine the differences among instructional profes- sionalisms by the developmental stage of teacher, under the supposition that instructional professionalism of elementary school teachers will change and develop by the developmental stage of teacher. I used SPSSWIN(version 12.0) program to test the above study hypothesis. This study got the following results gained through the above process. First, out of variables by personal background, I meaningfully analyzed the developmental level by career of teachership. Second, out of variables by personal background of teacher, I meaningfully analyzed instructional professionalisms by career for instructional profes- sionalism. Third, by the developmental stage of teacher, I meaningfully analyzed knowledge of contents, teaching method of contents, understanding of students, planning of study, make-up of good study environment and operation of class, implementation of study, reflection of study and execution level of professionalism development. This study got the following conclusions gained based on above results. First, characteristic by the developmental stage of teacher that considers teachers' various value and attitude should be reflected. Second, to increase instructional professionalism of teacher and takes role as excellent teacher, current study and training program by the developmental stage of teacher should be systematically organized and composed. Third, in the structure of current schoolteacher's education that should finish fixed subject related to pedagogy, subject adjustment is needed to the way which strengthens and focuses on instructional professionalism.

The purpose of this study is to examine the differences among instructional profes- sionalisms by the developmental stage of teacher, under the supposition that instructional professionalism of elementary school teachers will change and develop by the developmental stage of teacher. I used SPSSWIN(version 12.0) program to test the above study hypothesis. This study got the following results gained through the above process. First, out of variables by personal background, I meaningfully analyzed the developmental level by career of teachership. Second, out of variables by personal background of teacher, I meaningfully analyzed instructional professionalisms by career for instructional profes- sionalism. Third, by the developmental stage of teacher, I meaningfully analyzed knowledge of contents, teaching method of contents, understanding of students, planning of study, make-up of good study environment and operation of class, implementation of study, reflection of study and execution level of professionalism development. This study got the following conclusions gained based on above results. First, characteristic by the developmental stage of teacher that considers teachers' various value and attitude should be reflected. Second, to increase instructional professionalism of teacher and takes role as excellent teacher, current study and training program by the developmental stage of teacher should be systematically organized and composed. Third, in the structure of current schoolteacher's education that should finish fixed subject related to pedagogy, subject adjustment is needed to the way which strengthens and focuses on instructional professionalism.

Teacher Career Cycle Model, Career of teachership, Developmental Stage, Instructional Professionalism