초등교사의 전문성과 교육대학 프로그램의 관계

A Study on the Relationship between the Professionalism of Elementary School Teachers and Program of Teachers’ Colleges

  초등교사의 전문성을 결정짓는 요인으로서 교육대학의 프로그램은 매우 중요하다. 많은 연구들이 교육대학 프로그램이 교사의 전문성을 기르는 데 문제가 있음을 지적하고 개선방안을 제시하였다. 이 연구는, 기존 연구와 달리, 교사의 전문성이 무엇인지, 그리고 교육대학의 하위 프로그램들이 이러한 전문성에 어떤 영향을 미치고 있는지 교사들의 시각에서 질적으로 드러내고자 하였다. 서울시내 모 초등학교 교사 10명에 대한 심층면담 결과, 교사들은 학생들의 교육 이외에도 행정, 상담, 인간관계, 지역사회 봉사 등 여러 영역에서 전문성이 요구된다고 인식하고 있는 한편, 교육대학 프로그램은 실습을 제외하고는 이러한 전문성을 기르는 데 별로 도움을 주지 못하고 있는 것으로 인식하고 있었다. 이러한 연구결과는, 교육학에 대한 교육본위론의 입장과 아울러 전문성에 관한 기술적 합리주의보다는 실천적 인식론의 주장을 지지하고 있다. 실천적 인식론에 따른 교사양성과정의 개편이 요구된다.

&nbsp;&nbsp;The program of teachers&quot; colleges is very important from the point of pre-service education which decides the teacher&quot;s professionalism. There have been many studies on the program of teachers&quot; colleges. But they did not pay proper attention to the features of elementary school, and restricted the concern to the pedagogic field and character education in terms of teachers&quot; professionalism, which might be influenced by the myth of &quot;schooling=education&quot;. Also most of the studies were administered utilizing the quantitative methods, being difficult to understand the opinion of the researcher.<BR>&nbsp;&nbsp;Therefore, this study aimed to re-conceptualize the elementary teacher&quot;s professionalism and investigate the relationship between this professionalism and the program of teachers&quot; college by a qualitative research, i.e., in-depth interview. For that eight elementary school teachers were selected from one elementary school in Seoul by career and sex.<BR>&nbsp;&nbsp;The results of the study are as follows. First, teachers regarded instructing ability, humanity education, understanding and love towards children, administrative business management ability, human relationship ability, communication ability as elements of elementary teacher&quot;s professionalism. Second, most of the teachers had negative opinions that teachers&quot; college&quot;s program didn&quot;t help much improving their professionalism.<BR>&nbsp;&nbsp;This implies that knowledge for improving the elementary teachers&quot; professionalism is not a theoretical one that is learned in a form of lesson in a lecture room but a practical one learned by trial and error of business performed at the school. Thus, the program of teachers&quot; colleges need to be designed and operated not based on &quot;technical rationalism&quot; but on &quot;practical epistemology&quot; advocated by Schon.