교사의 성찰적 대화가 지속적 전문성 개발에 미치는 영향: 교사몰입의 매개효과와 교사자율성의 조절효과

초록

This study aimed to examine the effects of teachers' reflective dialogues on continuing professional development and to verify the influence of teacher engagement as a teacher's motivation factor and teacher autonomy as an external factor in the relationship between them. To this purpose, 693 elementary and secondary teachers nationwide were surveyed. As a result of the study:first, reflective dialogue affected teachers’reflective dialogue continuing professional development. Second, teacher engagement showed a mediating effect in the relationship between the teacher's reflective-dialogue and continuing professional development. Third, teachers’ autonomy had amoderating effect onthe relationship between teacher engagement and continuing professional development, was shown. The findings imply that the teacher's reflective dialogues area tool for reflection on the teacher from various perspectives and play a role in leading to continuing professional development. In addition, teacher engagement and autonomy are internal and external factors required for voluntary continuing professional development. Practical implications and future research directions to develop teachers' continuing professional development activities; were suggested.

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