Abstract
The purpose of this study is to explore the activating factors of teacher learning community through analyzing previous studies. In order to complete the purpose, they were classified into factors of the section of individual, community, school, and the Ministry of Education, which were structured by internal/external, and human/material factors. To do the essential function of the school(roles as a community), and to ensure that the teacher learning community is at the center of educational reform where teachers and students grow together, it must be constructed, continuously operated, and developed in accordance with its characteristics. To do this, it is necessary to search for activation methods that can be shared and settled among teachers. It will be a toehold to establish a criteria of evaluation model that can help development and activation of the Korean teacher learning community in the future.
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