PISA 2018 교사 설문에 나타난 우리나라 중등교사들의 교사 전문성 계발에 대한 인식과 실천

Abstract

Objectives This study aims to analyze and compare Korean secondary teachers' perceptions and participation of teacher professional development with those of the United States, the United Kingdom, and Taiwan.
 Methods We used the following variables: 1) teacher qualifications programs; 2) the awareness of the need for teacher professional development activities; 3) teacher efficacy; and 4) the factors hindering teacher education activities. The responses to the PISA 2018 teacher questionnaire from Korea, the United States, the United Kingdom, and Taiwan were analyzed in line with these variables.
 Results Regarding the teacher qualification programs, the response average in all countries was high in the order of ‘teaching-learning, class management, and life guidance’, and he response average of the subjects related to traditional PCK component were higher than the other subjects. The average response of the need for teacher professional development activities were higher and teacher efficacy were lower in Korea and Taiwan than in the United States and the United Kingdom. Regarding the participation in teacher professional development activities, the response average of sub-variables related to activities in cooperation with fellow teachers was the highest in all countries. Regarding the factors hindering teacher education activities, Korea showed the highest response average among the analysis target countries.
 Conclusions Considering the perceptions of the need for teacher professional development activities and teacher efficacy, it is necessary to supplement the professional development subject of the teacher qualification program. In order to support teachers' participation in teacher professional development activities, it is important to activate professional learning communities(PLC) and to make an overall educational environment suitable for the digital education environment with the help of the office of education or school.