earticle

영어

Teacher education is concerned with the improvement of preliminary teacher's ability by teaching many kinds of educational theories and techniques for education. However, it is said that teacher education is not effective on the adaptation of preliminary teachers to school situation. It is for the fact that the content of education learned in a school of education is different from the request of educational situation. Educational theories are very ideal. Scholars suppose that they can be used in every educational situations well, but there are very practical aspects in schools and classrooms. Scholars suppose that educational situation is stable, but there are too many urgent and sudden accidents. Scholars also suppose that they can be generalized to every educational situations. However, the most of the educational situation have their own unique and specific charateristics. In such a gap, novice teachers have much difficulty to do their job. They feel that they are unable in teaching students in front of such realistic, specific, special and sometimes urgent situations. They are disappointed at their professional ability and also suspect the effect of the teacher education programme. Recently, many scholars have deep concern on the practical knowledge that is produced by repetitive experiences of teachers in educational situation. It can make preliminary teachers to have many lenses to look into the interior of schools and to understand the educational situation conceretely. It can also make them to be possible to adapt to educational situation easily. It can elevate the professionalism of teachers. Teacher educators try to introduce practical knowledge to the programme of teacher education through many kinds of methods. However, practical knowledge has its own problems. The fact can be ignored if we will not be careful of it. The problems are revealed as accommodation to educational situation, educational control and unsuitableness to the context of education. Practical knowledge can evidently supplement the educatioal theories learned in school of education, but it is not perfact and it can not substitute for the educational theroies. It has its own faults. Therefore, it is needed for us to be more critical when we use practical knowledge.

한국어

교사 교육기관에서는 예비교사들에게 각종 전문지식과 기술, 교육자적인 신념을 습득시킴으로써 교사의 전문성을 향상시키고자 한다. 하지만 교사 교육기관에서 이루어지는 직전교육의 효과성은 생각만큼 크지 않다. 직전교육이 가정하는 이상성, 안정성, 일반성이 현실적이고, 돌발적이며, 특수한 교육현장과 부합되지 않기 때문이다. 직전교육과 교육현장의 괴리 속에서 신규교사들은 자신의 전문성에 대해 절망하고 직전교육의 효용성을 의심한다. 최근 교사들이 교육현장에서 경험을 통해 체득한 실천적 지식이 이러한 간극을 메워 교사의 전문성을 향상시킬 수 있는 지식으로 각광받고 있다. 이에 따라 실천적 지식을 교사교육에 다양한 방식으로 접목하고자 하는 시도들이 활발하게 이루어지고 있다. 하지만 실천적 지식 또한 많은 문제를 가지고 있음을 주지할 필요가 있다. 실천적 지식의 문제는 현실 순응, 통제성, 맥락 부적합 등으로 나타난다. 이러한 측면은 실천적 지식의 무분별한 적용에 대한 경계와 비판적 사고를 촉구한다. 기타 실천적 지식을 교사교육에 도입함에 있어 주의할 점들이 연구의 말미에 제시되었다.