교원 전문성 개발을 위한 교원연수 경험적 일화 탐색

Abstract

This study aims to draw implications for the developmental management of teacher training policies by asking teachers' empirical perceptions about teacher training in terms of professional development. To attain the aims, by using FGI, the empirical perception of teachers on teacher training in the aspect of professional development, the empirical perception of teachers on the current teacher training policy, and the empirical requirements for future teacher training policy were explored. The main analysis results are summarized as follows. Teachers agreed on the need for training. Through training, professionalism was increased and human networks were formed. There was no difference in professional development depends on the type of training. In terms of teacher training policy, the lack of prior discussion on professionalism, difficulty to know whether teacher training condidering the life cycle is appled, lack of quality control, gap with the field, and lack of operational support were pointed out. For the development of teacher training policy, it is necessary to discuss professional development, provide practical training considering the life cycle, manage the quality of training, develop contents that reflect the needs, customized training, establish a future-oriented training system, and make efforts to support training. Based on these results, conclusions were drawn on the matters to be considered in the future teacher training policy.