Earticle

본 연구는 복수교원 단체시대를 맞이하여 교원단체의 성격과 기능을 재조명해 봄으로써 교원단체 의 새로운 성격 혹은 위상에 대한 전향적 방향을 모색하고， 교원단체 활동에 있어서 매우 중요한 기능 인 단체교섭과 최근 주요 쟁점이 되고 있는 정치활동을 중심으로 우리나라 교원단체 활동의 발전 방향을 제시하는데 그 목적이 있다． 이러한 연구목적을 달성하기 위하여 설정된 연구문제는 이 교원단체 활동의 이론적 기초로서 교원단체의 성격과 기능， 단체교섭과 정치활동의 의의는 무엇인가？ (2） 우리 나라교원단체의 단체교섭과 정치활동의 현황은 어떠하며 문제점은 무엇인가？（3） 교원단체의 성격과 단체교섭 및 정치활동에 대한 국제적인 발전 동향은 어떠하며， 그로부터 얻을 수 있는 시사점은 무엇 인가？ (4） 우리나라 교원단체의 단체교섭과 정치활동 등에 대한 교원들의 인식은 어떠하며 요구는 무 엇 인가？ (5） 우리나라 교원단체 의 단체교섭 과 정 치 활동은 앞으로 어 떤 방향으로 추진되고 발전되어 야 하는가？ 등이었다． 이 같은 문제들에 대하여 관련 문헌과 선행연구의 고찰， 설문지 조사， 그리고 교원 단체 관계자와 전문가와의 면담과 협의를 통해 얻어 진 결과들을 종합하여 교원단체 의 결성과 성 격 및 통합， 교원단체의 단체교섭， 교원 및 교원단체의 정치활동， 그리고 교원단체의 단체교섭과 정치활동 에 관한법적 규정 등 네 가지 측면과 관련하여 우리 나라교원단체 활동의 발전방향을제시하였다．

The purpose of this study was to define some of the right directions for the development of the teachers' organizations especially in regard to collective bargaining, part of the vital function of that organizations, and political involvement and activities, which are emerging as the major point of dispute. And it's additionally meant to discuss the nature, function and position of the teachers' organizations in a productive way, as there are now more than one teacher's organizations in our country. For that purpose, the following research questions were posed: (1) What are the nature and function of the teachers' organizations, the significance of collective bargaining and political activities by the teachers' organizations? (2) What are the realities and problems of collective bargaining and political activities by the teachers' organizations? (3) What is the international trend for the development of the teachers' organizations in view of nature, collective bargaining and political activities? and what implications does it have for us? (4) What are reachers' opinions on the teachers' organizations? and what are their needs for them? (5) What lund of activities should be pursued by the teachers' organizations in the future? To address the research questions, literature concerned and earlier studies were reviewed, and a survey was conducted. Besides, interview was held with the people of the teachers' organizations and specialists. After those efforts were done, how the Korean reachers' organizations should function was presented in terms of (I) setup, nature and integration, (2) collective bargaining, (3) political activities by teachers and the teachers' organizations, and (4) relevant legal regulations.

학습자중심 교육을 표방하며 수준별 교육과 선택중심 교육을 큰 특징으로 하는 제7차 교육 과정은 학교현장에의 적용 초기부터 많은 논란이 이루어지고 있다， 일부 교사들은 학교 현장의 여건 미비를， 그리고 다른 편에서는 교사들의 전문성 부족을 지적하고 있다． 교육과정의 적용과 전개를 단순히 문 서로 된 내용을 학생들에게 전달하는 도구적 행위로서가 아니라， 교사가 교실 속에서 학생들과 함께 의미를 만들어 가는 실천적인 성격으로 생각할 때， 교사의 역할과 전문성은 새롭게 이해되지 않으면 안 된다． 교사의 전문성이란 단지 효율적인 전달자로서의 능력만이 아니라， 끊임없이 자신의 교육 활동에서 의미를 추구하는 성찰적 연구자로서의 역할이 필요하다． 그리고 이러한 교사의 전문성 개발을 위해서는 현재와 같은 교육과정과 교과서 개발체제는 재검토 될 필요가 있으며， 교사의 능력과 전문성에 대한 신뢰가 있어야 한다．

There are on-going debates on the implementation of the 7th national curriculum among teachers. For the successful implementation of new curriculum in school settings, we need many things including new teaching materials, new teaching methods, new classroom settings, etc. Among them, most of all, the professional ability of teachers become the crucial factor for the curriculum implementation. The professional ability of teachers must be understood as a reflective practice which is concerned with making meaning with students in the classroom, rather than technical ability to transmit knowledge and informations from texts to students. In order to develop this lund of professionalism in teachers, we need to give them more autonomy and flexibility in curriculum making process, and more reliance on teachers' professional ability.

This study aims at discussing problems of the negotiation system of teachers' associations in Korea and ways to improve it. The negotiation system of teachers' association in Korea has a dual structure due to the immoderate dualization policy of the government and the structural problems of the labor law which permits the collective negotiation right to the labor union alone. The negotiation of the teachers' associations is inadequate for establishment of rules and stabilization of labor-management relations performed in non-official circles. This is attributable to particularities of education and properties of public section. In the United States, the discussion was implemented as the profession negotiation and the collective negotiation argument; however, to learn mutual advantages since the 1980s will be a great help to our understandng. I suggest improvements of teachers' collective negotiation in Korea as follows: First, improve the dual negotiation structure. Dualization of the negotiation structure resulted from the closed thought that any negotiation right but labor relation law cannot be permitted and the failure of the government policy which had been forced with no regard to the fact that the existing teachers' associations secure particular forms of negotiation rights. To solve this problem, we must abandon the closed thought that anyone but a labor union can never own a negotiation right and cast away the prejudice that the labor union system can't reflect the particularities of education. The government should unify the laws of teachers' association establishment bases or negotiation windows at least. The government and teachers' associations are required to have a positive conversation with each other in order to establish the negotiation system for reducing negotiation costs and increasing efficiency; in particular, teachers' associations need to abandon their vested rights. Second, note that the educational policy, which belongs to the public field, is necessarily hard to implement, anti devise the efficient participation system, most of all, to overcome the difficulties in the public field. To be actually effective in the labor-management conference in the public field, therefore, it is important to persuade and be promised by the people. It is not persuasive even in the aspect of the educational right for representatives and government officials to simply sit face to face with each other in order to agree on the whole range of the educational policy and force to implement the agreement. For the negotiation on the policies, at least the educational policy, therefore, it is required to come to an agreement at the lively discussion in which all the educational subjects concerned with interests participate and desirable to systematize it. Third, to make efficient the negotiation on the matters concerned with teachers' status, that is, improvement of wages or working conditions, it is desirable to consider the current status security system, etc. The efficiency of the negotiation is inversely proportional to the level of the status security. The negotiation can be most efficient in case that the status of a teacher, for example in the contract system, is neither standardized nor defined uniformly. Therefore, because a teacher is currently a government official, it should be considered that the negotiation to improve ages and working conditions must be limitedly efficient.

It is probably true that the quality of education in school is determined by the teacher's quality. Teacher education is especially important in this time because knowledge based economy system need highly educated and qualified persons more than any other times. United States, United Kingdom and Japan etc., have made every effort to improve the educational system in recent times. Teachers in elementary school in Korea exclusively are almost exclusively trained in the college of elementary education strictly separated from the university in curriculum, building and facilities, etc. There is a college of education having only 28 professors who teach every subjects including not only specialized ones necessary for becoming an elementary teacher but liberal education. There have always been in shortages and over-supplies of elementary teachers since independence from Japan because of this exclusive teacher educational system. On the other hand teachers in middle and high school teachers are educated in the university and graduate college of education. The government do not control any things in teacher education. The curriculum and the criteria of getting teacher certification etc., are very different according to the colleges. The teachers have had no opportunity to learn special knowledge and skills to be a good teacher. The students in the college of education in the university are not certain to be a teacher because there are so many students having teacher certifications. Only one student among 5 students in the college of education can be a teacher. It is necessary to innovate the teacher education system. The college of elementary teacher education strictly separated from the university should be integrated with the university and become a college of education in the university. In the future the government needs to consider to train the teachers in the graduate college. This kind of educational system will contribute to having various teacher education systems in Korea. And above all it is necessary to have the system controlling teacher certification like any other countries such as United States and United Kingdom.

Now a days, one of the hottest issues of the educational polices in Korea is concerning teacher policies. The teacher union requires reservation of the 7th curriculum enforcement and returns the reward pay. Another teaching profession Corps strongly demand the restoration of teacher's retirement age from 62 to 65. On the other hand, the students of the elementary teacher training institutes of the whole country demonstrate to rejection illegal policy. That is, the government tries to execute a new policy which is permitting the admission of the overloaded numbers of graduates as enrolles who have the secondly teacher certification in the elementary reacher training institutes. The teachers' morale is also falling down terribly. All of these phenomena resulted from the absence of educational policy and failure of educational policy. Some polices were suggested to reconstruct the Korea education and raise the teachers' quality and morale. ㆍTo raise the quality of teacher, national teacher educational institutes(for elementary teacher and secondary teacher) should be integrated and reorganized. And the private institutes should be readjusted on the basis of the result of accreditation process. ㆍTeacher recruitment process should be improved to test rather how many things they know than how much they can do. ㆍSome epochal prescription should be prepared to raise teachers' morale.

This study was an attempt to explore and suggest the policy needed for improving the early childhood teacher education system and curriculum according to the functional change in early childhood education. For the purpose of this study was to investigate the roles and values of the early childhood education in present days, to analysis the past and present realities of the early childhood teacher education systems and curriculums, and also to analysis the demands of the related groups. As a result of the study, the major policy suggested are as follows: - to rearrange the early childhood teacher education system to four-year education one - to establish a national standard curriculum for early childhood teacher education(ear1y childhood development, early childhood education, and early childhood welfare are included in requirements) - to adopt accrediting system on early childhood teacher education institutes - to establish the teachers' certificate system regarding various roles and teachers' professionalism

The purpose of this study is to analyze issues and to suggest alternatives for teacher supply and demand policy according to governmental plans for improving conditions in education recently issued. The Ministry of Education and Human Resources(M0E) reported plans for reducing the number of elementary and secondary students per classroom and teacher supply subsequently caused by the reduction. The government plans to increase 23,600 elementary and secondary teachers between 2002 and 2003. The plan is problematic in the point that elementary teachers have been less supplied recent years. Despite this apparent shortage, the government has plan for supplying many more teachers at such a short period. The government's current teacher supply plan is not compatible with the basic principles of teacher supply and demand policy, which are considered to 1) the first priority among teacher policies, 2) rational planning process, 3) the importance of quantitative balance between teacher supply and demand, 4) the stress on supplying quality teachers. The issues of teacher supply and demand policy were analyzed in terms of the four principles of teacher supply and demand. Finally, based upon the results from the analysis, some long-term alternatives for teacher supply and demand policy were recommended.

The purpose of this study is to find a better solution for the teacher evaluation and the payment by performance in order to improve the quality of education. With a view to achieving this purpose, this study has observed the interrelation between the teacher evaluation and the quality of education, the present conditions of the teacher evaluation system, the factors to obstruct the accurate evaluation, the system of the teacher evaluation in major countries, the conditions and the problems of the payment by performance, the cases of this payment in the major countries, the effectiveness of this payment and the tasks to improve this payment system.