한국형 교사 학습공동체의 특성과 과제1)

Abstract

A recent focus on teachers’ learning communities in South Korea had been influenced by foreign academic theories of professional learning communities (hereafter, PLC). However, the cases for teachers’ learning communities in Korea have developed and transformed Korean version of PLC. We called it Korean Teachers’ Learning Communities (KTLC) and discussed about the base, developmental stages, and current status of KTLC. Through case studies on five schools and in-depth interviews, the features of KTLC are investigated. According to the results, the construction of KTLC is attributable to the joint influences of (1) bottom-up Korean teacher movements, (2) Manabu Sato’s theories of learning community, and (3) reformation school policies, which in turn has significant impacts on the Korean educational communities. As a result of case studies of the five schools, two types of learning communities were identified: learning-focused teacher learning communities and living-focused teacher learning communities. Depending on each school’s contexts, a different type of learning communities is evolved. Along with the features of two types of learning communities, we also explored the outcome and significance of teacher two types of learning communities. Discussed in the conclusion are future directions of KTLC.