earticle

영어

The Purpose of this study is to investigate the curriculum design model of teacher education built in the three curriculum model and its design. The value and meaning of teacher education should be applied to a effective and systematic educational program. In the system of teacher education, the quality of curriculum influences the quality of teacher. The curriculum design for teacher education is planned by the concept of teacher education and the system of the curriculum design in that the content of teacher education is constructed with the system based on curriculum and design.
Curriculum design is a statement of the pattern of relationships which exist among the elements of curriculum. A variety of concerns in designing a curriculum are raised from the logical expansion of the subject and the logic of design. Many issues due to the different conception of the curriculum and design are identified and discussed along the major concerns of curriculum design. This problem raise the methodological tools of the curriculum design for teacher education.
Critical problems of curriculum design guide the task and the procedure of curriculum design. First of all issues related design tool are essential to a uniqueness of curriculum design. The basic concepts of a design are as follows : scope, sequence, continuity, integration, balance, articulation, coherence, etc. These tools of curriculum design firstly bring about various dimensions of issues in curriculum design.
The act of curriculum design should focus on the value of teacher education and content. The design model is in response to the nature of curriculum model. The curriculum model refers to the mode of understanding curriculum. It may be conceptualized accordance with the nature of the educational content.
That curriculum models in this respect are objectives model, content and process model, and activity model in this study. The meanings of teacher in the design model for teacher education are respectively technological manager, disciplined inquiry, reconstruction of experience. These values and meanings can give theoretical and practical foundation to the research on the curriculum for teacher education.

한국어

본 연구는 교사양성 교육과정에 대한 기존 연구의 경향성과 한계를 반성하고 보다 효율적이고 체계적인 교사양성 과정의 입안을 위해 교육과정 설계의 구조적 차원의 적용에 주목한다． 따라서 교육과정과 설계의 구조적 차원에 따라 교사양성 교육과정 설계 모형을 분석 적으로 탐구하는데 본 연구의 목적이 있다． 이를 위하여 교사양성 교육과정 설계를 체계 적으로 입안하는 데 논리적으로 요구되는 양성 과정의 이론적 기저와 다양한 설계의 원칙과 모형을 파악하고 교육과정 개념화에 따라 설계모형을 분석한다． 양성과정의 설계는 교사교육의 과정을 목표， 내 용， 활동 중 어느 것으로 이해하느냐에 따라 상이하게 이루어 지 며 설계의 구조적 원칙을 준수하여 교사교육의 다양한 접근을 고려 할 때만이 효율적인 교사양성을 기할 수 있게 된다． 이상의 연구에서 논의된 사항들은 교사교육의 내용 구성에 관해 시사점을 제공하며 효과적인 교사교육 내용의 구안에 구체적 지침을 제공해 줄 것이다．