Earticle

본 연구는 중학교 교사들이 인식하는 개별화 교수전략의 중요도와 실행도 조사를 바탕으로 교육요구도를 분석하여 그 우선순위를 파악하고, 교원연수 프로그램 설계를 위한 시사점을 제공하기 위한 목적으로 수행되었다. 이를 위해 중학교 교사 대상 온라인 커뮤니티를 활용하 여 전국의 중학교 교사 121명을 대상으로 개별화 교수전략의 중요도와 실행도에 관한 온라인 설문조사를 실시하였다. 이 가운데 사회적 바람직성 편향이 높게 나타난 13명(상위 11%)을 연구대상에서 제외하여 총 108명을 대상으로 통계분석을 실시하였다. 자료 분석을 위해 종속 표본 t 검정을 실시하여 개별화 교수전략별 중요도와 실행도 간 유의한 차이가 있는지 분석 하였다. 다음 Borich 요구도 분석과 초점의 소재(Locus for Focus) 분석을 실시하여 교육요구 도 점수를 도출하고, 최우선순위 및 차순위 항목을 도출하였다. 분석 결과, 개별화 교수전략 은 모든 영역별 및 문항별 중요도와 실행도 간 유의한 차이가 있었다. 개별화 교수전략의 모 든 영역 및 문항에서 중요도가 실행도보다 높게 나타났으며, 개별화 교수전략의 우선순위는 역량기반학습, 학습자 프로필 관리 영역 순으로 우선순위가 높게 나타났다. 이러한 분석결과 를 토대로 중학교 교사들이 효과적인 교수-학습을 시행할 수 있도록 실질적인 개별화 교수전 략 개발을 위한 교원연수 프로그램 설계에 대한 시사점을 제공하였다.

This study aims to investigate the importance and performance of personalized teaching strategies recognized by middle school teachers, analyze their professional development needs, identify the priorities, and provide implications for designing teacher professional development programs. An online survey was distributed to an online community for middle school teachers, measuring the perceived importance and actual performance of personalized teaching strategies. One hundred twenty-one middle school teachers across the country responded to the survey. Thirteen among them (top 11%) who showed high social desirability bias were excluded, and statistical analysis was performed on a total of 108 teachers. For data analysis, dependent sample t-tests, Borich needs analysis, and Locus for Focus model analysis were conducted to derive the professional development needs score, followed by identifying the highest priority and next priority items. As a result, there was a significant difference in the importance and performance level of personalized teaching strategies for all areas and items. In all areas and items of the personalized teaching strategy, the degree of importance was higher than the performance, and the priority of the personalized teaching strategy was high in the order of competency-based learning and learner profile management. Based on the results, we provide implications for designing a teacher professional development program to support personalized teaching strategies.

This research explicates the impacts of the English as Foreign Language (EFL) Teacher Professional Development (TPD) program for fostering EFL teachers' technological, pedagogical, and content knowledge (TPACK) competence. The TPD program included the scaffolding framework, co-designing lessons, reviewing lessons with peers and researchers, and implementing TPACK in a real classroom. This case study examines data from EFL teachers' diaries and interviews to explore the impacts of TPACK-based TPD on EFL teachers' confidence and beliefs about technology integration. Two main findings indicate: (1) TPACK-based TPD program provided positive impacts on EFL teachers' confidence and beliefs; (2) most EFL teachers developed their confidence and beliefs about TPACK during the lesson enactment in the real classrooms mainly influenced by their personal, vicarious, social, and cultural experiences. This study provides implications for TPD programs, school stakeholders, and EFL teachers' community in developing EFL teachers' confidence and beliefs in teaching supported by the TPACK framework. Studi ini memaparkan dampak dari program pengembangan profesionalitas guru (TPD) bagi guru Bahasa Inggris untuk meningkatkan kompetensi pengetahuan teknologi, pedagogi, dan konten (TPACK) guru bahasa Inggris. Program ini meliputi kerangka kerja, peninjauan pelajaran bersama rekan dan peneliti, dan menerapkan kerangka TPACK di dalam kelas masing-masing guru. Studi kasus ini meneliti data dari harian/diari guru bahasa Inggris dan sesi wawancara untuk mengeksplorasi dampak program tersebut pada kepercayaan dan keyakinan guru dalam mengintegrasikan teknologi. Studi ini menemukan dua temuan utama, yaitu: (1) program TPD yang berbasis pada kerangka TPACK memberikan dampak positif terhadap kepercayaan dan keyakinan guru bahasa Inggris; (2) Kepercayaan dan keyakinan guru bahasa Inggris tentang TPACK meningkat selama penerapan kerangka tersebut di dalam kelas yang mana hal tersebut dipengaruhi oleh pengalaman pribadi, pengalaman berkolaborasi dengan rekan, dan pengalaman terkait sosial-budaya mereka. Studi ini menyarankan agar program-program TPD, pemangku sekolah, dan komunitas guru bahasa Inggris dapat meningkatkan kepercayaan dan keyakinan guru bahasa Inggris dalam mengajar berbasis kerangka TPACK.

본 연구는 AI교육이 학교 교육의 필수 요소로 부상함에 따라, 교사의 AI융합교육 역량을 체계적으로 함양할 수 있는 연수 프로그램을 개발하고 그 효과성을 검증하는 것을 목적으로 한다. 선행연구 분석과 전문가 및 교사 면담을 바탕으로 초기 설계를 도출하고, 다양한 전문 가의 검토를 거쳐 ‘AI이해–AI활용–AI융합’의 단계적 구조를 갖춘 최종 연수 프로그램을 완 성하였다. 본 프로그램은 교사가 AI를 이해하고, 교육에 활용하며, 교과와 융합해 창의적 문 제 해결을 이끌 수 있도록 설계되었다. 초등교사 29명을 대상으로 6차시 연수를 실행하고 사 전·사후 설문을 통해 역량 변화를 분석한 결과, ‘AI 알고리즘 이해’(+1.34점), ‘데이터 수집 이 해’(+0.79점), ‘AI교육 도구 활용’(+0.75점), ‘AI윤리 논쟁 검토’(+0.58점), ‘AI 교과 융합 방 법’(+0.9점), ‘평가계획 수립’(+0.87점) 등 전 영역에서 유의미한 향상이 나타났다. 본 연구는 디지털 대전환과 AI 디지털교과서 도입을 앞둔 현시점에서, 교사의 AI융합교육 실행 역량 강 화를 위한 실천적·학문적 기초자료를 제공하며, 향후 효과적 실행과 지속 가능성을 위한 기반 이 될 것이다.

This study aims to develop and evaluate a professional development program designed to systematically enhance teachers' competencies in AI-convergence education. The program was developed through a review of prior studies, interviews with experts and teachers, and iterative validation by educational technologists and AI-convergence education specialists. It features a structured, modular design comprising three stages: 'Understanding AI,' 'Applying AI,' and 'Converging AI,' enabling teachers to effectively understand, apply, and integrate AI into subject teaching to foster creative problem-solving. Six training sessions were conducted with 29 elementary school teachers, and pre- and post-surveys revealed significant improvements, including advancements in understanding AI algorithms (+1.34) and data collection (+0.96), applying AI tools (+0.75), engaging in ethical debates (+0.58), explaining AI education (+0.96), integrating AI into subject teaching (+0.9), promoting critical thinking (+0.72), and planning assessments (+0.87). This study highlights the academic and practical significance of teacher training in AI-convergence education amidst the digital transformation and the anticipated adoption of AI digital textbooks. By presenting a structured development process and practical insights, it provides a foundation for enhancing teachers' competencies and supporting the effective and sustainable implementation of AI-convergence education.

본 연구는 미국 초, 중, 고등학교 영재교육담당 교사를 대상으로 3년 동안 개설된 온라인 교사 연수 프로그램에서 교사들이 온라인 강좌를 끝까지 수료하지 않고, 중도탈락하게 하게 된 요인을 탐색하였다. 중도탈락한 교사들을 대상으로 온라인 설문과 전화 인터뷰를 실시하였고, 중도탈락을 예견할 수 있는 암시적 행동을 알아보기 위해 수료집단과 중도탈락한 집단간의 영재교육에 관한 사전 검사 점수를 비교 분석하였다. 연구 결과, 예측과 달리 기술적 어려움은 중도탈락에 큰 영향을 미치지 않았으며, 가장 큰 요인으로는 온라인 강좌 수강동안 예기치 않게 발생한 가정과 학교에서 증가된 책무로 인한 스트레스와 학습 시간 부족으로 확인되었다. 또 다른 요인으로는 교수자에 대한 불만족, 특히 교수자가 수강하는 교사들의 어려움과 필요에 적절히 대응하지 못하거나, 온라인 강좌의 교수자와 교사들이 충돌되는 문제를 적절히 조절하는 체제가 부족했던 것으로 나타났다. 중도탈락을 예견할 수 있는 암시적 행동에 관한 분석결과, 영재교육에 관한 오개념을 더 많이 지닌 교사들의 경우 중도 탈락하는 경향이 있었다. 연구 결과를 바탕으로 온라인 교사교육 환경에서 교사들의 중도탈락률을 낮추기 위한 전략들을 제안하였다.

An online professional development program offered a series of online training courses to K-12 teachers for gifted education in the US for three years. This study explores the factors influencing teachers' decision on drop out of the online courses. Non completing teachers participated in an online survey and phone interviews. In addition, Myths and Reality pre-test scores were compared between the group of teachers who successfully completed the courses and the group of teachers who did not complete them. As a result, unexpectedly, difficulties with technology was not found to be a deterrent to the completion of the online courses. The most significant influence on dropping a course was the stress of daily life and the lack of time to study due to increased responsibilities and commitment at the school and home. Another factor was dissatisfaction with the instructors. Particularly, the dropout teachers suggested the need to have a conflict resolution policy in place. Based on the analysis of the Myths and Reality pre-test, teachers who had more misconceptions of giftedness were more likely to drop out than those who possessed less misconceptions. Based on the findings of the study, effective strategies for reducing teachers' dropout rates in online professional development courses were suggested.

This study explores the impact of a STEM integration teacher professional development program focusing on teachers' perception of engineering and their attitudes toward integrating engineering into teaching. A total of sixty-eight teachers from ten schools participated in the program for five days. Data are collected from three main sources including (1) pre and post concept maps probing teachers' perceptions about the engineering discipline, (2) a pre and post survey measuring teachers' self-efficacy of teaching science/mathematics within the engineering context, and (3) engineering integrated science and (or) mathematics lesson plans and teaching reflections. This study utilizes both qualitative and quantitative research methods depending on the data we have collected. The results show that both science and math teachers thought that integrating engineering into teaching provided valuable outcomes, i.e., promoting students' learning about engineering and improving their interest in science or math through real-world problem solving exercises. Participants also felt more comfortable about integrating engineering in their teaching after the program. The results also imply that the teachers' understandings of engineering become more concrete after the program. This study also provides an overview of the challenges and advantages of teaching engineering in K-12 science and mathematics classrooms.

A great recognition of the importance of teacher professional development is emphasized all over the countries. However, there are little studies of different strategies for professional learning and how it affects teachers' practice and student achievement. The purpose of this study is to understand how teachers experience their professional development opportunities and perceive different elements of the program with their learning. Based on the approach of adult learning theory, a qualitative case study was employed for Korean teachers by taking in-depth interview, survey and observation. Teachers in the study selected demonstration lesson, workshop and courses, collaborative teacher research, teacher network(or subject matter association), online distance learning as the best practices for their professional learning, which greatly motivated them to change their classroom practice. Specifically, the results show that teacher learning is facilitated when professional development programs 1) emerge from teachers' expressed need to know, 2) use learning strategies appropriate to the intended goals 3) support learning with modeling, coaching, and problem solving around practice, 4) build on shared knowledge of teachers and provide collaborative interaction, and 5) involve inquiry, dialogue, and reflection. There are several inferences concerning how to facilitate the professional of teachers that can be made from this study. First, teachers commit to learning that brings improved teaching practice and student achievement when the goals and objectives are considered realistic and important to them. Second, teachers commit to learning when the professional development learning and their day-to-day activities are related and relevant. Third, teachers commit to learning when professional development is structured to provide support from their peers and reduce the fear of judgement during learning. Therefore, the result of the study suggests every effort to increase the capacity of all districts or schools to use those management and implementation strategies, which might help to make professional development more effective for teachers, and, ultimately, for their students.

This paper is about the professional growth through teacher training program. To provide effective English classroom to the students, teachers need to keep abreast of new teaching trends and methods. There are various teacher training programs to educate teachers around the world. In this paper, the researcher tried to investigate teacher training program for the native English speakers who want to teach English to the speakers of the foreign languages. After practice teachers went through six week intensive teacher training program in America, they improved their teaching skills and began to understand foreign students better. Based on this kind of program, we can initiate better prepared courses for the novice English teachers in Korea. Teachers training program helps professional development for novice teachers and experienced teachers.

본 논문은 제2언어 교사교육에 대한 Johnson(2006)의 이론을 기본 틀로 삼아, 한국의 B 대학교에서 진행되고 있는 영어교사 연수프로그램의 특징과 교육과정의 내용을 분석하고, 그것이 과연 교사 전문성 신장을 위해 얼마나 목표를 잘 달성하고 있는지를 확인한 후, 좀 더 효과적인 영어교사 전문성 신장을 도모하기 위해서 개선되어야 할 점들은 무엇인지를 고찰하는데 목적이 있다. 연구 결과 B 대학교 교사 연수프로그램은 참가자들의 높은 만족도에도 불구하고 개별 교사의 전문성 신장을 위해서 고려해야 할 점들이 있는 것으로 나타났다. 주로 하향식으로 진행되고 있는 그 프로그램은 영어교사들에게 의사소통능력을 향상시키기 위한 지식과 기능을 전달하는데 초점을 두고 있으나, 오늘날 외국어 교사교육의 새로운 패러다임의 변화와 더불어 외국어 교사들의 전문성 발달에 더 요구되는 교수학습 활동과 교사 및 학습자에 대한 태도(attitudes)와 인식(awareness) 이해에 관한 교육과정은 편성․운영되고 있지 않은 것으로 분석되었다. 앞으로 영어 교육 이론과 지식을 강조하는 전통적인 교사 교육을 넘어 사회문화적 상황 속에서 영어교사들이 자신의 교수활동을 성찰하는 여러 활동과 과정들, 이를테면 교사일지 작성, 협력적 현장연구 참여, 교사와 학생의 인식 연구 방법 등을 탐색하는데 역점을 둔 영어교사 전문성 신장 연수 프로그램이 실행되어야 할 것이다.

This study explored 13 Chinese teachers’ identity as a non-native English speaker and their efforts and motivation for career advancement and professional development. In addition, differences and similarities of English education between Korea and China were compared. They participated in an English Education program for a doctoral degree at a local university in Korea. Data for the study were collected through a reflection paper, a personal interview and class observations. Some of the main findings are as follows. First, their identity as non-native English speaking teacher was less confident as they put too much emphasis on native-like pronunciation. Second, they all wanted to continue their education for career advancement in the future and desired to have various activities including writing research papers or participate in conferences for their professional development. Third, the way Chinese government tries to develop English tests to measure students’ development more accurately and appropriately was an interesting point to pay attention.

다양성과 관련된 문제는 글로벌 시대의 도래와 함께 사회 전반에서 매우 중요한 이슈로 다루어지고 있다. 이러한 이슈는 교육의 영역에서도 강조되고 있으며 역사적으로 교육적 혜택으로부터 소외되어 왔던 사회적 그룹들에 대한 신중한 고려가 요구되고 있다. 이 연구에서는 학교 내 다양성 문제를 해결하기 위한 미국의 사례를 구체적으로 소개하고 우리나라 교육에서 다양성 문제를 다루기 위해 적용할 수 있는 시사점에 대해 논의하고자 하였다. 이를 위해 미국 스미스소니언 과학교육센터의 프로그램 내용과 2019년-2020년도에 참여한 교사들을 대상으로 수행된 설문조사 결과를 구체적으로 분석하였다. 분석 결과, 해당 프로그램은 다양성과 관련된 문제에 대해 다양한 관점에 대한 경험을 제공하고, 문제 상황과 원인에 대해 그 의미를 심도 있게 다룰 수 있도록 지원하며, 목표와 실행 계획을 구체적으로 설정하고 결과 예상을 통해 평가 및 수정할 수 있도록 안내하는 등의 특징을 보였다. 이러한 특징은 참여자들에게 학습과 경험, 그리고 문제 해결을 위한 방향의 설정에 있어서 의미있는 효과를 보이고 있었다. 이러한 내용은 우리나라 교육이 현재 그리고 앞으로 직면하게 될 학교 내 다양성 문제를 다루기 위한 방안을 구상하는 데 있어서 매우 중요한 시사점을 제공한다.

Concerns related to diversity are important throughout society, especially in the context of expansive globalization. In education, diversity-related issues require careful consideration to ensure social groups that have historically been marginalized benefit from educational opportunities. In this study, we investigated a case from within the United States aimed at addressing diversity issues in schools and discuss the implications of this study in relation to diversity issues in Korea. More specifically, we examined the features of the professional development program designed and implemented by the Smithsonian Science Education Center, as well as survey results from teachers who participated between 2019-2020. Our findings revealed that the program provided participants context specific experiences, space and time to develop an in-depth understandings of the causes of diversity issues and supports to attend to the various perspectives needed to set specific goals and action plans and to examine, refine, and revise their plans. Further, features of the professional development program had meaningful effects on participants’ learning experience as they were supported to identify useful proposals and take action to solve their specific diversity issues. The findings from this study offer important implications for designing professional development and organizing supports to address varied current and future diversity issues in Korean school contexts.

이 글은 교사학습공동체 구성과 활동을 권유하고 촉진하려는 목적으로 개발된 교사 연수 프로그램에서 교사들의 활동 결과에 관하여 기술하였다. 이 연수에서 교사들은 모둠을 구성하여 공동으로 수업을 설계하고 실행하였으며 다른 모둠 교사들과 그 경험을 공유했다. 교사들이 공동 작업을 하는 유형은 크게 네 가지로 나타났으며 이 과정에서 교사들은 학습의 기회를 얻고 학습의 책임을 함께 나누는 경험을 하였다. 교사들은 이 과정에서 시간 부족, 경험과 관점의 차이 등 여러 가지 어려움도 경험했는데, 이런 어려움은 이후 지속적이고 생산적인 교사학습공동체 활동을 위한 기회로 바꿀 수 있는 장치와 노력이 필요함을 시사한다.

In this paper, we describe our teacher education program which aimed to cultivate professional learning community for teacher professional development and school reform. We focus on the analysis of the third round of this program which in total consisted of four rounds. During the program, teachers in pairs of 3-4 collectively designed and implemented instructions, and shared their experiences. It was observed that teachers’ orientation toward instruction expanded into more social learning. Teacher collaboration could be categorized into four types. In this process, teachers gained learning opportunities and shared responsibility whilst realizing the difficulties of collaboration. Most teachers thought those difficulties are originated from the differences(or diversity) in teachers’ perspectives, teaching career, and subject. This leaves a question for us about what we need: to make seamless whole for the efficient problem solving or to reveal the difference, communicate and understand each other for the common meaning making.

This research has an intention of developing a professional development program. We proposed an alternative mathematics teacher training model based on the situated learning theory, community of practice, and reflective practitioner. The developed mathematics teacher professional development program recruited participation unit that was consisted of 3 or 4 teachers in same school and total of 28 teachers from 9 schools. Also, there were 18 mentors to support each school. In this sense, it can be called multi-tired teacher community professional development program. Through the program, the teachers improve their teaching competency. Also, the operation ability of teacher learning community was improved. Learning community culture has been formed in each school. It shows ability that the explorative learning community can be operated voluntarily although the program finished. Furthermore, community shared corporate responsibility about open class. They recognize open class as a new method to improve community teaching ability than a tool to evaluate individual teaching ability.

장애학생의 문제행동을 적절히 다루기 위한 대안으로 학교차원 긍정적 행동지원에 대한 관심이증가하고 있지만 이를 실행하는데 주요 역할을 하게 될 교사들을 위한 체계적인 전문성 향상 프로그램은부족한 실정이다. 본 연구에서는 문헌 연구를 통해 추출한 요소를 기반으로 프로그램 초안을 작성하고예비연구를 실시한 후 참여교사들의 의견과 전문가의 내용타당도 검증을 거쳐 12회기로 구성된 전문성향상 프로그램을 개발하였다. 개발된 프로그램이 리더십팀 교사들에게 어떤 영향을 미치는지 알아보기위해 서울에 위치한 2개 지적장애 특수학교의 리더십팀 교사 20명에게 프로그램을 적용하였다. 프로그램 참여 전과 참여 후 교사효능감, 학급관리기술검사를 실시하고, 직접관찰을 통해 교사상호작용행동을측정하여 종속표본 t 검정을 통해 분석하였다. 분석 결과, 프로그램 참여 후 리더십팀 교사들의 교사효능감, 학급관리기술과 긍정적 상호작용행동이 유의하게 증가되었다. 이러한 연구 결과에 대하여 논의하였으며, 제한점과 후속연구에 대한 제언을 제시하였다.

School-wide positive behavior support (SWPBS) developed as an alternative plan to deal with problem behaviors of students with disabilities has been gaining the interest of school authorities. However, in Korea, there is no systematic program for training the teachers in a leadership team for SWPBS. In this study, the program was developed as follows：at first, the educational elements were extracted from a literature review process and a draft of program was developed. Based on the preliminary research and teachers’ opinions, the professional development program composed of 12 sessions was developed. The program was applied to 20 teachers in leadership teams for SWPBS in two special schools. In order to evaluate the effects of the program, the study measured pre-test and post-test based on teacher-efficacy, classroom management skills then used a dependant t-test. For evaluating the effects of the program on teachers’ interaction behaviors, direct observation during the class was used and the difference of pre-test and post-test was analyzed through the dependent t-test. The results of this study were as follows: the teachers who participated in the professional development program for leadership team for SWPBS showed statistically significant differences in teacher-efficacy, classroom management skills, and teachers’ interaction behavior between pre-test and post-test. Finally, the discussions of the results, the limitations of the study, and suggestions for future studies were presented.

Thomas Kuhn에 의해 새롭게 정의된 패러다임의 의미는 단순히 자연과학사 분야뿐만 아니라 유아교육을 포함한 사회과학의 전 영역에 이르기까지 패러다임의 존재와 그 의미에 대한 많은 통찰력을 제공해 주었다. 이미 선행연구들을 통해서 기존의 유아교육과정 형성에 영향을 미친 서양의 이론적 철학적 가정들이 이러한 패러다임에 의해 분류되고 설명될 수 있음이 보고되었다. 본 연구는 이러한 패러다임의 실재적 존재와 그 영향에 대해 보다 경험적으로 파악해보고자 비교적 최근에 국내에서 나타난 한 대안적 영유아보육 프로그램인 생태유아교육 프로그램의 교사 세 명을 상대로 심층 면접을 통한 질적 연구를 실시하였다. 연구의 결과, 세 명의 교사들은 그들의 교사교육 기간 동안 경험했던 지식과 실습 및 참관 프로그램에 내재한 지배적 패러다임의 영향으로 생태유아교육 프로그램에서의 교사의 역할 정의와 실천에 적지 않은 혼란을 경험한 것으로 나타나 Kuhn이 주장한 패러다임 간의 비통약성을 뒷받침 할 수 있는 결과를 얻었다. 한편, 세 명의교사들은 혼란을 경험했던 초기 이후에 패러다임의 상대성을 인식할 수 있는 단계로의 발전된 모습을 보였는데, 현행 유아교육 분야의 여러 실제적인 당면 과제들에 대한 문제 풀이의 가능성에 입각하여 새로운 패러다임을 수용하려는 모습을 보였다. 이러한 패러다임의 상대적 가치에 대한 인식은 교육현상에 대한 총제적인 이해와 교육 실제의 향상을 위해 패러다임 간의 유기적인 상호작용 즉, 패러다임 간 대화를 적극적으로 모색하려는 교사의 변화된 실천의 모습으로 나타났다. 이는 학자들의 연구 공동체에서 나타나는 패러다임의 역할과 의미와는 달리, 교사와 같은 현장 실천가에 있어서는 보다 다양한 기준에서의 패러다임 간 통약이 가능할 수 있다는 시사점을 제공해 준다.

The definition of the term “paradigm”, which was popularized by Thomas Kuhn, has provided significant insight into understanding not only the history of natural science, but the epistemological complexity embedded in the development of social science including the field of early childhood education. Previous studies have shown that the underlying ideas and theories of early childhood programs can be categorized according to the concept of paradigm. Based on the results of the previous studies, this study seeks to investigate the existence of paradigm in early childhood programs and its influence on the educational practices from the perspectives of teachers, taking a qualitative approach. Three teachers of child care centers were asked to participate in a semi-structured interview which focused on the educational philosophy of the child care center, the length of teaching experiences, the characteristics of teacher training programs, and their previous teaching experiences. The results revealed that the incommensurability between paradigms is identified through the three teachers' stories about their very first experience at the center which has run the program founded on oriental philosophy and an eco-centered child care program. The teachers later became aware of relativity among many underlying paradigms of ECE programs as they accumulated their careers in the program. Unlike a group of scientists sharing a paradigm and being exclusive to other paradigms, teachers respect the notion of an individual paradigm and attempt to open conversations with other paradigms for improving their educational practices.

본 연구에서는 초・중학교 특수교사 및 통합학급 담임교사를 대상으로 실시한 학급차원의 긍정적 행동 지원 관련 전문성 개발 프로그램이 교사의 효능감과 학급관리실행에 미치는 영향을 알아보았다. 본 연구의 참여자는 초등학교 혹은 중학교에 재직 중인 특수교사와 통합학급 담임교사 20명이다. 실험집단 교사들을 대 상으로 6회기의 집단 연수와 4회기의 개별 컨설팅으로 구성된 학급차원의 긍정적 행동지원 관련 전문성 개발 프로그램을 실시하였다. 학급차원의 긍정적 행동지원 관련 전문성 개발 프로그램이 교사들의 효능감 및 학급 관리실행에 어떠한 영향을 미치는지 확인하기 위해 실험집단 교사들과 통제집단 교사들의 사전사후 차이점수 를 두 독립표본 t 검정을 활용하여 분석하였다. 연구 결과, 실험집단 교사들의 효능감과 학급관리실행이 통제 집단에 비해 유의하게 향상되었다. 마지막으로, 연구 결과에 대한 논의와 연구의 제한점 및 후속 연구를 위한 제언을 제시하였다.

This study implemented a professional development program on class-wide positive behavioral support for elementary and middle school teachers and analyzed its effects. A total ot 20 teachers working at elementary or middle schools(10 in the experimental group and 10 in the control group) participated in the study. The experimental group received six training sessions and four individual consulting sessions. To assess the impact of the class-wide positive behavioral support professional development program on teachers’ sense of efficacy and classroom management practices, a two-independent sample t test was used to compare pre- and post-program differences between the experimental and control groups. The results indicated that teachers in the experimental group showed a significantly greater improvement in efficacy and classroom management practices compared to the control group. The study concluded with both a discussion of the results and an examination of its limitations.

Teacher professionalism is an important factor in education reform. In this regard, teacher professional development programs (PDPs) should increase professionalism more effectively. It has been known that the satisfaction and evaluation of the first-class teacher PDPs are the lowest among other teacher training programs. PDPs are known to be more effective when participating teachers are actively sharing similar interests and resolving common problems in collaborative group discussion. In particular, a group discussion type learning enhances more effectively when grouped with similar conditions of teaching such as types of subjects, levels of grades and schools, and so on. Therefore, the purpose of this research was to investigate the satisfaction and evaluation of PDPs for the first-class biology teacher certificates with application of group discussion type learning. The research subjects were 71 participating biology teachers including 34 participants in the 2019 PDP with group discussion type learning and 37 participants in the 2017 PDP without. The research subjects responded to the satisfaction and evaluation survey tools at the end of the PDPs. The data were statistically analyzed by T-test and one-way ANOVA. As a result, the satisfaction was significantly (p<.05) higher in the 2019 PDP (4.77±.25) than in 2017 (4.44±.70). In particular, the satisfaction with the PDP staffs management and support was significantly (p<.001) higher in 2019 (4.94±.24) than in 2017 (4.22±1.00). The overall evaluation in 2019 was 4.71(±.45) which was significantly (p<.01) higher than 4.29(±.71) in 2017. In conclusions, the group discussion type learning was suggested as a key factor to increase the satisfaction and effect of PDP for the first-class biology teacher certificates.

본 연구의 목적은 경계선 지능 학생 대상 기초학습지도 전문성 개발 프로그램에 참여한 초등교사들의 기초학력지도 역량 및 교사효능감의 변화와 교사가 보고한 경계선 지능 학생 교수전략 특성을 탐색하는데 있다. 연구 참여자는 J도 학습연구년 초등교사 19명으로, 1년 동안 경계선 지능 학생에 대한 이론 및 수업 실행과 경계선 지능 전문가의 컨설팅을 제공하는 전문성 개발 프로그램을 이수하였다. 본 연구는 단일집단 사전·사후 설계를 적용하여 참여 교사의 기초학력지도 역량과 교사효능감에 대한 설문조사를 실시하였다. 또한, 프로그램 종료 후 교사들의 개방형 자기보고 자료를 질적 내용 분석하여 교수전략의 특성을 탐색하였다. 연구 결과 참여 교사의 기초학력지도 역량 및 교사효능감 전체에서 참여 전후 유의한 차이가 나타났으며, 읽기와 수학영역에서 하위 주제와 상위 주제를 도출하여 정리하였다. 연구 결과를 바탕으로 경계선 지능 학생 기초학습지도를 위한 교사 전문성 개발 프로그램의 운영 시 고려사항과 교수전략의 특성을 논의하고, 연구의 제한점 및 후속 연구 방향을 제시하였다.

This study examined changes in elementary school teachers’ basic academic skills instruction competence and teacher efficacy after participating in a professional development program designed to support students with borderline intellectual functioning. It also explored the characteristics of instructional strategies for these students as reported by participating teachers. The participants were 19 elementary school teachers in J city who completed a one-year professional development program that included theoretical instruction, classroom-based instructional implementation, and expert consultation. A one-group pretest?posttest design was used to examine changes in teachers’ basic academic skills instruction competence and teacher efficacy. In addition, open-ended self-report data collected after the program were analyzed using qualitative content analysis to identify instructional strategies used in reading and mathematics. The results showed significant improvements in teachers’ overall basic academic skills instruction competence and teacher efficacy. The qualitative analysis identified key themes and subthemes related to instructional strategies in the reading and mathematics domains. Based on these findings, implications for developing and implementing teacher professional development programs for supporting students with borderline intellectual functioning are discussed, along with the study’s limitations and directions for future research.

This study explores teachers’ perceptions of the International Baccalaureate Educator Certificate (IBEC) program and examines its role in supporting teachers’ professional development and classroom practice. Adopting an exploratory mixed-method approach, the study draws on survey data from eleven teachers and focus group interviews with a subset of participants. The findings indicate that the IBEC program contributed to enhancing teachers’ understanding of IB educational philosophy, inquiry-based instruction, and process-oriented assessment, while promoting reflective teaching practices and a shift in orientation from content deliverers to facilitators. However, the study also reveals that transfer of training into classroom practice is constrained by structural factors such as limited instructional time, assessment demands, and institutional conditions. These results suggest that teacher professional development cannot be understood solely at the individual level but should be viewed as a contextually embedded process shaped by the interactions between teacher learning and the school environment. In particular, the study highlights that IB pedagogical principles, such as inquiry-based learning and learner-centered instruction, hold meaningful implications for English language teaching, but require alignment with curriculum, assessment, and institutional support. The study concludes that IB teacher training should be designed as sustained, practice-oriented learning supported by collaborative structures and systemic conditions.

본 연구는 전문적 학습공동체에 참여하는 교사들의 실천이 교사의 역량 함양과 정체성 구성에 어떠한 영향을미치는지 이해하고자 사회·맥락적 실천을 통해 발현되는 행위자성에 주목하여 교사 참여 경험의 심층적 의미를 탐구하고자 하였다. 이를 위해 질적 사례연구 방법을 활용하여 A대학교 교육대학원 IBEC 학위과정 참여 교사들의 사례를분석하였다. 수집된 자료는 학위과정 참여 선택, 참여 중 경험된 실천, 공동체적 경험 및 변화로 범주화할 수 있었으며, 분석 결과는 다음과 같다. 첫째, 학위과정 참여를 선택하는 과정에서 행위자성은 자신의 문제해결을 위한 실제적동기로부터 발현되고 있었다. 둘째, 학습 참여 과정은 정체성 변화의 과정이었으며, 행위자성은 자신의 삶의 맥락과의연관성 속에서 발현되고 있었다. 셋째, 학습공동체 내에서 행위자성은 참여자들 사이의 차이와 조율을 통한 관계성의변화와 확장 과정으로 발현되고 있었다. 이러한 연구 결과를 통해 다음과 같은 시사점을 도출하였다. 첫째, 참여자들의실제적 동기에 기반한 참여 실천의 설계가 학습공동체의 핵심적인 고려 사항이 되어야 한다. 둘째, 교수･학습 전문성탐구의 초점이 내용적 요소의 이해에서 실천의 논리와 통합으로 이동되어야 한다. 셋째, 학습공동체에 대한 관점이개인 역량이나 전문성 함양에서 공동의 탐구 협력 설계로 전환되어야 할 것이다.

This study aimed to understand how teachers' participation in professional learning communities affects their competency development and identity formation by focusing on agency manifested through social and contextual practices and seeking to explore the in-depth meaning of teachers' participatory experiences. Therefore, a qualitative case study was employed to analyze teachers participating in the International Baccalaureate Educator Certificates program at A University's Graduate School of Education. The results are as follows. First, agency in the process of choosing to participate in degree programs emerged from practical motivations for solving one's own problems. Second, the learning participation process was identity transformation and agency manifested within the context of its relevance to one's life circumstances. Third, within the learning community, agency emerged as a process of relational change and expansion through differences and coordination among the participants. The following implications were derived from these findings: First, designing participatory practices based on the participants' practical motivations should be a core consideration in learning communities. Second, the focus of teaching and learning expertise inquiry should shift from understanding content elements to integrating them with the logic of practice. Third, learning communities should transition from individual competency or professional development to a collaborative inquiry design for shared exploration.