국제 비교 관점에서 본 한국 교사 전문성 개발 실태 진단

초록

Scholars and practitioners around the world agree that the policy of attracting, developing and retaining effective teachers is important to improve quality of schooling. In Korea, attracting and retaining effective teachers are matters of less concern. However, teachers’ professional development has been criticized for its inadequacy. This requires scrutiny into effectiveness of efforts surrounding teacher professional development to diagnose current conditions more objectively. One way to review it is to compare the Korean educational environment with that of other countries. To achieve the purpose of the research, six elements concerning teachers’ professional development are selected from the OECD(2009) TALIS(Teaching and Learning International Survey) report. We determined the appropriate level of Korean teachers’ professional development on the basis of the average score of TALIS. When the score is high or low, we discuss the causes of the current conditions through the literature review and draw some implications for teacher professional development. Outcomes of this research are as follows. Teacher professional development showed a remarkable increase in terms of quantity. However, the quality of teacher professional development is still in question. The causes can be found from government attitude considering professional development as individual tasks along with lack of support. Teachers’ perception toward professional development as a tool for promotion also worsens the situation. These research results imply that the government should pay more attention to teachers’ professional development.

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