미국 펜실베니아 주립 대학교의 교사전문성 개발 학교(PDS) 연구 = A Study of Pennsylvania State University s Professional Development School and Teacher Professional Development

국문 초록 (Abstract)

본 연구의 목적은 미국 펜실베니아 주립 대학교 (PSU)의 교사전문성 개발 학교 (PDS)에 대하여 고찰하여 보고 이를 통해 우리나라 교사교육을 위한 시사점을 모 색하는데 있다. 연구 된 내용은 다음과 같다. 첫째, PSU의 PDS에서는 학생들의 학 습 향상, 우수한 교사 양성, 교사교육자들의 전문성 향상을 목표로 하고 있으며 이 를 위해 대학 관계자들과 현직교사들은 협력적으로 일하고 있다. PDS에서 인턴쉽 은 교육실습이 일 년 내내 이루어지고 인턴과 멘토는 공동으로 교수를 계획하고 실 천하게 되며 서로의 전문성 개발을 위하여 다양한 학습 경험을 한다. PSU의 PDS 의 가장 현저한 특징은 인턴과 멘토가 협력하여 교사 탐구 프로젝트를 수행하고 발 표하는 것이다. 이는 인턴과 멘토가 학교 현장의 문제를 제기하고 탐구하고 반성하 는 기회로 교수 전문화를 위하여 필수적이다. 둘째, 우리나라의 교육개혁과 공교육 의 정상화를 위하여 교사의 전문성 개발이 시급하다. 대학과 학교가 협력하는 한국 문화에 적합한 PDS 개발이 필요하며, 이론과 실습의 이원화된 교육이 아닌 학교현 장에서 실천적으로 학습할 수 있는 교사교육의 기회가 필요하다. 또한 교사가 개혁 의 주체임을 인식하여 학교와 교실의 문제를 탐구할 수 있고 교사 정체성에 관한 인식의 변화를 가져올 수 있는 교사교육이 필요하다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to both investigate Pennsylvania State University s (PSU) Professional Development Schools (PDS) and suggest implications for teacher education in Korea. First, PDS of PSU aims to enhance the educational experience of all children, to prepare high professional quality new teachers, and to improve teacher educators professional development in a collaborative partnership between schools in the State College Area School District (SCASD) and PSU. During one-year internship period, mentors and interns are collaboratively planning for lesson plans, teaching, and having the various educational experiences for their professional development. Further, PDS of PSU is performing teacher inquiry project by collaborating interns with their mentors and presenting in a PDS conference, a unique design for professional development. Second, this study suggests that professional development is a urgent need in a Korean national teacher education reform and a set of goals for the public education. Korean teacher education program should reform toward reducing the gap between theory and practice to expand the practical use of professional knowledge during the course of teaching practicum. Furthermore, Korean teacher education program should reform in a way that teachers can realize their leading role in educational reform and ultimately change in their professional identity.

목차 (Table of Contents)

• I. 서론
• II. 미국의 PDS
• III. 펜실베니아 주립대학교(PSU)의 PDS
• IV. 한국 교사교육에의 시사점
• V. 맺음말
• 참고문헌

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