earticle

영어

This study examined three issues in order to pursue "Professional SUN-BI" as a Korean teachers' image in the future society. First, teachers' educational behavior was searched in accordance with socio-historical view. Second, &verse opinions on the teachers professionalization movement was reviewed to find out the educational relevance in the future society. And third, "SUN-BI" culture which has been recognized as one of the most desirable Korean spiritual tradition was re-illuminated.
Self governing leader as teachers' behavior in the knowledge dominating information society was assessed as the most important concept in contrast with personal leader of premodern society and the institutional leader of its modem society. And teachers professionalization movement has still merits in the both sides of educational and vocational objectives when we remind the one clear lesson to be learned from the history of the professions that systematic attention to the problems of professionalization is always a prerequisite to the professionalization of any occupation. The SUN-BI culture, one of the Korean spiritual tradition, assessed as a desirable Korean spiritual and identical legacy handed down from the far ancestors in spite of its hot debate with pros and cons.
In conclusion, the attributes of "Professional SUN-BI" of teachers could be explained as follows;
1, The teacher who likes liberal arts, and has identity of self respect.
2, The teacher who has strong service ideal and devote faithfully to education itself.
3, The teacher who is competent in his work with technology based on knowledge.
4, The teacher who orientates to justice with integrity in life.
5, The teacher who lives in honest and does not feel shame with poor.

한국어

이 글은 한국의 교사상(敎師像)을 구하기 위하여 교사의 교육행위와 교사상을 역사 사회학적 시각에서 조명 해 보고， 교직 전문성에 대하여 그간에 있어 온 논의와 쟁점을 분석하였으며， 한국 지성인의 대표적 전통인 선비정신을 긍정과 부정의 측면에서 살펴보았다． 미래사회의 교사행위로서 “자율성” 이 중심축으로 분석되었고, “교직 전문性” 은 일부의 비판 속에서도 보편성 있는 교사상으로 유효성을 갖는 것으로 해석되었다. “선비정신” 은 긍정과 부정의 논란이 많으며， 그런 중에도 그것이 갖는 지성적 가치가 높이 평가받아 교사문화 형성의 기반으로 재해석， 재정립 되어야할 가치있는 전통으로 인지되었다． 그래서 “자 율”, “교직전문성”, 그리고 “선비정신”, 이 셋은 하나로 융화되어 한국의 교사상으로 타당성을 가질 수 있음이 논의되었으며， 한국 교사의 자긍심 있는 삶과， 한국의 교육발전에 이바지 될 수 있는 길임이 설명되었다．