미국과 영국의 초임교사 입직연수제도 비교 분석

초록

The induction programs have gathered international attention as a measure to help beginning teachers to foster their teaching-learning skills and successful adaptation to school setting. Despite the recent attempts by the Korean government to improve the teacher induction system, much criticism has fallen on the matter of the disconnection between induction programs and real classroom practices as well as the lack of systematic support. As a way to draw policy implications for improvement, this study compares the induction system of the United States with the United Kingdom. An analytic framework was designed and included four areas of the teacher induction system: background and purpose, operating system, program design, and support measures. The analyses reveal that both countries, despite their differences caused by national challenges, have set up effective induction systems to develop beginning teachers’ competencies necessary for their successful adaptation to school realities. Systematic monetary and non-monetary supports also have contributed to active involvement of the school as a whole. Base on the findings, a few policy recommendations are suggested to improve the teacher induction system of Korea.

키워드