교사평가제의 방향 정립에 관한 연구

A Study on Establishing Direction of Teacher Evaluation System

  본 연구는 교사평가제의 분석 기준을 설정하여 우리나라 교사평가의 핵심요소인 현행근무성적평정제와 외국의 교사평가제를 비교 분석하여 우리나라 교사평가제의 바람직한 방향을 정립하는데 있다. 구체적으로 살펴보면, 1) 우리나라 교사평가의 목적은 승진을 위한 수단보다는 능력개발 중심의 형성적 평가의 기능이 요구되어지며, 2) 행동적 서술어로 된 명확한 내용 준거 제시와, 3) 상대평가에 의한 강제배분 방법보다는 다면평가에 의한 절대평가의 기준 전환이 필요하고, 4) 평가결과를 자료화하여 피평가자의 활용도를 높일 수 있는 방향으로 이루어져야 한다. 끝으로 평가자의 합리적인 평가관 정립과 더불어 교사역할과 평가목적이 일치될 수 있는 방안을 모색해야 할 것이다.

&nbsp;&nbsp;The main purpose of this study is to comparative analysis on the teacher evaluation system in Korea and U.S.A. It was the good way to reveal and understand the foreign instance of Korean teacher evaluation system that is carrying out the present.<BR>&nbsp;&nbsp;To inquire the study questions, a literature research was used in this study. Materials related with the themeis internal and external books, theses and forth. The findings were summarized as follows:<BR>&nbsp;&nbsp;First, Korean teacher evaluation system is put at service only materials for personnel administration, but American teacher evaluation system is content in teacher&quot;s professional development. Second, as the Korean teacher evaluation system have to concretize evaluation standard and write up it as to a active term. Third, Evaluation way is reasonable more absolute evaluation than relative evaluation. In addition, it must adapt to summative evaluation and formative evaluation at the time. It is necessary for the teacher to pre-study and training process for the purpose of understanding the object, the implement and the process of evaluation enforce teacher&quot; evaluation. Fourth, in Korea, the teacher evaluation results are not open to the teacher but American evaluation results are open to the teacher. Consequently, teacher evaluation has to contribute to professional development of the teachers so that may to make efficiency of education and social position of teacher raise.