earticle

영어

This article focuses upon teacher evaluation in England, America, Germany and France. Teacher evaluation is a major subject of controversy which has caused considerable apprehension throughout the profession with regard to development and accountability.
Usually, the purposes of teacher evaluation are grouped in two broad categories : first improving professional development and second undertaking accountability.
However, it is not decided as yet whether these two purposes can be reconciled.
The purpose of this article is to identify the background that led to the introduction of evaluation in the four countries the article also includes a brief description of the national pilot evaluation schemes initiated by this programme.
As a result, teacher evaluation is composed of five factors: initial meeting, self evaluation, classroom observation, evaluation interview and evaluation statement. The teacher evaluation is expected to contribute to the professional development of teachers and schools in Korea and of total quality management in terms of educational accountability, similar to systems in England, America, Germany and France.
Finally, suggestions were provided for future study.

한국어

본 연구의 목적은 선진국 입장에 있는 미국，영국，독일，프랑스의 교사평가 체계를 비교 분석함으로써 우리의 교사평가체계 구축에 시사점을 도출하는 데 있다． 교사평가에 있어서 영국은 교사의 직능성장을 도모하는데 초점을 두고 있으며，미국은 교사의 자기교정 기회가 확보되어 있고 지방마다 교사평가 제도가 다양하게 운영되고 있으며，독일은 전문가로부터 조언을 받도록 시스템화 되어 있고，프랑스는 동수위원회가 설치되어 교사의 반론권이 보장된 것이 특색이었다．우리나라에 시사적인 것은 각 나라마다 교사 근무평정 결과가 어떤 방법으로든 공개되고 있으며 해당교사에게 반론의 기회가 주어지고 있다는 것이다．