초록 열기/닫기 버튼
Scholars have shown interest in a Research approach to teacher education to respond to the increasing demands on the teaching profession and the increasing complexity of learning. Research-based teacher education (RBTE) in Estonia and Finland, as exemplary cases, provides insights on the value of RBTE. The purpose of this study was to investigate the influence of RBTE on teachers’ educational practices in Estonia and Finland, and then to provide implications and insights on teacher education in Korea. To achieve this purpose, individual interviews were conducted with five Estonian teachers and five Finnish teachers. The data were analyzed using the meaning condensation method. We identified seven themes to explain the influence of RBTE on the teachers’ teaching practices: (1) Knowledge and skills in doing research, (2) Reflective attitude in teaching practice, (3) mixed influence of RBTE on teaching practices, (4) usefulness of RBTE for curriculum implementation, (5) appreciation of students’ voices to improve the effectiveness of teaching, (6) teacher support and collaboration, and (7) a socio-cognitive perspective on learning in teaching philosophy. Based on the findings, implications are provided for Korean teacher education.
