이 연구는 예비교사를 위한 전문가 도덕성 교육 프로그램이 도덕성의 4구성요소 발달에 미치는 효과를 검증한 것이다. 프로그램의 교수 목표는 도덕성의 4구성요소인 도덕적 민감성, 도덕적 판단력, 도덕적 동기화, 도덕적 실천력을 함양하는 것이었다. 이러한 목표를 달성하기 위한 교수 내용은 학생의 인권(교육받을 권리, 공평한 대우, 사생활 보호, 표현의 자유, 적법절차를 보호받을 권리), 교사의 권리(교육과정 운영권, 학업성적 관리권, 학생 징계권, 노동 기본권, 공정한 대우를 받을 권리), 교사의 의무(직무상 의무, 신분상 의무)였다. 교수 방법은 교수 내용과 관련된 36개의 도덕적 딜레마에 대한 토론수업을 사용하였다. 연구결과, 전문가 도덕성 교육 프로그램은 예비교사들의 도덕성의 4구성요소 발달에 유의한 효과를 미친 것으로 나타났다. 따라서 본 연구에서 실시한 전문가 도덕성 교육 프로그램의 경험적 효과와 타당성이 검증되었으므로, 향후 이 프로그램을 교원교육과정과 현직교사연수과정에서 활용하면 교사들의 전문가 도덕성을 함양하는 데 기여할 수 있을 것이다.

The purpose of this study was to verify effect of professional morality education program for perservice teachers on the development of four component of morality. The aims of professional moral education program were cultivating preservice teachers' moral sensitivity, moral judgment, moral motivation, and moral character that are Rest's four component model of morality which conceptualizes four psychological processes determining moral behavior. The content of professional moral education program were students' human rights(right to be educated, equal treatment, privacy, freedom of expression, due process), teachers' rights(curriculum management, achievement evaluation, punishment, right to work, equal treatment), and their duties(on a job and position). The method of teaching was small group dilemma discussion method. The effectiveness of the program was assessed in a quasi-experimental research with pre-posttest control group design. Preservice teachers' moral sensitivity, judgment, motivation, and character were compared between experimental group and control group. The experimental group showed significantly higher scores than the control group on all components of morality and showed significant effect size.

The purpose of this study was to verify effect of professional morality education program for perservice teachers on the development of four component of morality. The aims of professional moral education program were cultivating preservice teachers' moral sensitivity, moral judgment, moral motivation, and moral character that are Rest's four component model of morality which conceptualizes four psychological processes determining moral behavior. The content of professional moral education program were students' human rights(right to be educated, equal treatment, privacy, freedom of expression, due process), teachers' rights(curriculum management, achievement evaluation, punishment, right to work, equal treatment), and their duties(on a job and position). The method of teaching was small group dilemma discussion method. The effectiveness of the program was assessed in a quasi-experimental research with pre-posttest control group design. Preservice teachers' moral sensitivity, judgment, motivation, and character were compared between experimental group and control group. The experimental group showed significantly higher scores than the control group on all components of morality and showed significant effect size.

professional morality, development of morality, teachers‘ morality, moral education program