교사와 교육과정에 대한 담론 고찰1)

Abstract

The purpose of this study is to examine how discourses about teachers and the curriculum have been formed and developed. To this end, in this study, discourses related to teachers and the curriculum were reviewed, focusing on the case of the West, where the discussion was made a little earlier than ours. As a result, the discourse on teachers and the curriculum began to be discussed in earnest as the field for research and development of the curriculum expanded from outside the school into the school. In this process, various teacher concepts that share the metaphor as a curriculum maker have emerged, revealing more closely and vividly what teachers do in relation to the curriculum than before. Next, the discussions with teachers in Korea regarding the curriculum were divided into a policy-level discussion represented by the decentralization of curriculum decisions and a practical-level discussion triggered by the curriculum reorganization phenomenon. As a result, it was confirmed that the role, professionalism, and concept of teachers related to the curriculum are being diversified in Korea as the curriculum ecosystem has changed from central to local. Finally, the implications that can be given to the formation and development of discourses related to teachers and the curriculum are presented by classifying the teachers