초등학교 교사의 교직전문성 인식에 따른 자율연수 요구에 관한 연구

Abstract

The purpose of this study is to understand the changes of requirement for self-directed in-service education, according to the recognition level of elementary school teachers on teaching professionality. In order to achieve it, firstly, the study researched how teachers thought teaching professionality, and analyzed the differences in the requirement for self-directed in service education in accordance with the variable of background and teaching professionality. This study conducted a questionnaire survey of 285 teachers from elementary schools in Seoul, Inchoen and Gyeonggi. With SPSS win 12.0 programme, the collected data, for teaching professionality, was measured by frequency, descriptive, T-test and F-test. Meanwhile, for the requirement self-directed in service education in conformity with recognizing teaching professionality, data was conducted with X2. Also, for posttest verification, Scheffe's multiple range test was operated. The analyses of the study is as below. First, teachers' sex had nothing to do with recognizing teaching professionality. However, according to their positions, manager teachers recognized teaching professionality higher than general teachers did. Also, teachers who had long teaching career and teachers who had high educational background recognized it higher than others did. Second, many teachers answered that self-directed service education was definitely necessary, but participants were just a few in reality. For 'teachers' personal development and quality improvement', some teachers participated in self-directed in service education programme, 'teaching-learning instruction method'. Female teachers were more interested in subject instruction than male teachers were. On the other hand, getting higher teaching professionality, teachers positively made use of the contents from self-directed in service education. Most teachers participated in the self-directed in service education programme of 'institutions authorized by superintendents', and female teachers than male teachers, manager teachers than general teachers, teachers who had high educational background and recognized teaching professionality thought their professionality was improved through self-directed service education. Third, they raised the problems of simple curriculums, the selection of instructors, the educational facilities and environment. Moreover, the group who had lower teaching professionality gave more negative answers in all the areas. Meanwhile, the most teachers answered that the abstractive factor of participating in self-directed service education was 'lack of time due to heavy work'. Fourth, researching expectations for self-directed service education, abstractive factors of participating in self-directed service education were usually told 'biassing of place and period of education' and 'just a mean of securing scores for promotion'. So as to revitalize education, male teachers thought 'revitalization of teachers' association', on the other hand, female teachers thought 'diversification of education methods and contents' in priority. Based on these results, I would like to suggest as below. We should set various contents of self-directed service education, so that teachers can choose the lessons as their career and educational background, the level of teaching professionality. To realize it, excellent instructors should be secured to set up foundation of the substance of lessons. Also educational facilities and environment should be improved. In addition, administrational and financial supporting should be conducted for voluntary self-education like, subject studying club or the teachers' association, etc. Besides, if teacher's opinions are gathered to open new lessons, self-directed service education will be activated. As elementary school teachers should teach every subject, it is necessary to plan to systematically operate self-directed service education during the whole period of service. We need to improve elementary school teacher's professionality, so that education for all the subject should be open. After that, we need to motivate them to complete the all the subject through self-directed service education. This study inquired into the elementary schools from Metropolitan area, such as Seoul, Incheon and Gyeonggi, so it has a limitation of generalization or application to all over country. Also since there could be a case that classify teaching professionality in different ways, following studies should highlight elementary school teachers' professionality through classifying standards for teaching professionality that is proper to elementary school teachers' charact The purpose of this study is to understand the changes of requirement for self-directed in-service education, according to the recognition level of elementary school teachers on teaching professionality. In order to achieve it, firstly, the study researched how teachers thought teaching professionality, and analyzed the differences in the requirement for self-directed in service education in accordance with the variable of background and teaching professionality. This study conducted a questionnaire survey of 285 teachers from elementary schools in Seoul, Inchoen and Gyeonggi. With SPSS win 12.0 programme, the collected data, for teaching professionality, was measured by frequency, descriptive, T-test and F-test. Meanwhile, for the requirement self-directed in service education in conformity with recognizing teaching professionality, data was conducted with X2. Also, for posttest verification, Scheffe's multiple range test was operated. The analyses of the study is as below. First, teachers' sex had nothing to do with recognizing teaching professionality. However, according to their positions, manager teachers recognized teaching professionality higher than general teachers did. Also, teachers who had long teaching career and teachers who had high educational background recognized it higher than others did. Second, many teachers answered that self-directed service education was definitely necessary, but participants were just a few in reality. For 'teachers' personal development and quality improvement', some teachers participated in self-directed in service education programme, 'teaching-learning instruction method'. Female teachers were more interested in subject instruction than male teachers were. On the other hand, getting higher teaching professionality, teachers positively made use of the contents from self-directed in service education. Most teachers participated in the self-directed in service education programme of 'institutions authorized by superintendents', and female teachers than male teachers, manager teachers than general teachers, teachers who had high educational background and recognized teaching professionality thought their professionality was improved through self-directed service education. Third, they raised the problems of simple curriculums, the selection of instructors, the educational facilities and environment. Moreover, the group who had lower teaching professionality gave more negative answers in all the areas. Meanwhile, the most teachers answered that the abstractive factor of participating in self-directed service education was 'lack of time due to heavy work'. Fourth, researching expectations for self-directed service education, abstractive factors of participating in self-directed service education were usually told 'biassing of place and period of education' and 'just a mean of securing scores for promotion'. So as to revitalize education, male teachers thought 'revitalization of teachers' association', on the other hand, female teachers thought 'diversification of education methods and contents' in priority. Based on these results, I would like to suggest as below. We should set various contents of self-directed service education, so that teachers can choose the lessons as their career and educational background, the level of teaching professionality. To realize it, excellent instructors should be secured to set up foundation of the substance of lessons. Also educational facilities and environment should be improved. In addition, administrational and financial supporting should be conducted for voluntary self-education like, subject studying club or the teachers' association, etc. Besides, if teacher's opinions are gathered to open new lessons, self-directed service education will be activated. As elementary school teachers should teach every subject, it is necessary to plan to systematically operate self-directed service education during the whole period of service. We need to improve elementary school teacher's professionality, so that education for all the subject should be open. After that, we need to motivate them to complete the all the subject through self-directed service education. This study inquired into the elementary schools from Metropolitan area, such as Seoul, Incheon and Gyeonggi, so it has a limitation of generalization or application to all over country. Also since there could be a case that classify teaching professionality in different ways, following studies should highlight elementary school teachers' professionality through classifying standards for teaching professionality that is proper to elementary school teachers' chaer.;본 연구의 목적은 초등학교 교사들의 교직전문성 인식에 따라 자율연수 요구가 어떻게 달라지는지를 알아보기 위한 것이며, 이를 위해 우선 초등학교 교사들의 교직전문성 인식을 파악해보고, 초등학교 교사들의 배경변인과 교직전문성 변인에 따라 초등학교 교사들의 자율연수 요구는 어떠한 차이가 있는지를 분석하고자 하였다. 본 연구는 서울, 인천, 경기에 위치하고 있는 초등학교에 재직 중인 초등학교 교사 285명을 대상으로 설문조사를 하였다. 수집된 자료는 SPSS win 12.0 프로그램을 사용하여 연구문제에 따라 교직전문성 인식 측정은 빈도분석, 기술통계, T-test 및 F-test를 실시하였으며 교직전문성 인식에 따른 자율연수 요구는 χ²를 실시하였고, 사후검증방법으로 Scheffe's multiple range test를 실시하였다. 본 연구의 분석결과를 요약하면 다음과 같다. 첫째, 초등학교 교사의 교직전문성 인식은 성별에 따라서는 차이가 없었고 직위에 따라서는 일반교사보다 부장교사의 교직전문성 인식이 높았다. 또한 교직경력이 높은 교사와 학력이 높은 교사일수록 교직전문성 인식이 대체적으로 높아짐을 알 수 있었다. 둘째, 초등학교 교사의 자율연수 실태를 살펴보면 전체적으로 자율연수가 매우 필요하다고 응답하였으나 적극적인 참여는 잘 이루어지지 않았다. ‘교사의 자아개발과 자질향상’을 위해 자율연수에 참여하며 대체적으로 ‘교수-학습지도 방법’ 연수에 참여하고 있었다. 또한 남교사보다 여교사가 교과지도에 더 많은 관심을 가지며, 교직전문성이 높아짐에 따라 연수내용을 수업에 적극적으로 활용하고 있었다. 자율연수는 ‘교육감 지정 연수기관에서의 연수’에 가장 많이 참여하며 남교사보다 여교사가, 일반교사보다는 부장교사가, 높은 학력과 높은 교직전문성 인식을 가진 교사가 자율연수를 통해 전문성이 신장되었다고 생각했다. 셋째, 자율연수의 문제점으로 프로그램 내용이 다양하지 않고 ‘강사진의 선정’과 ‘교육시설 및 환경’에 대해서도 부정적으로 인식하고 있었다. 그리고 교직전문성이 낮은 집단이 모든 영역에 있어서 부정적인 응답을 더 많이 한 것으로 나타났다. 자율연수 참여도를 저해하는 요인으로는 대부분의 교사가 ‘과중한 업무로 인한 시간부족’을 선택하였다. 넷째, 자율연수에 대한 기대를 살펴보면 자율연수의 저해요소에 대해서는 대체적으로 ‘연수 장소와 시기의 편중’과 ‘승진을 위한 점수 확보 수단’이라고 응답하였으며, 자율연수의 활성화 방안으로 남교사는 ‘교사 동호회 활성화’를 여교사는‘ 연수방법 및 내용의 다양화’를 우선적으로 생각하였다. 이상의 결론을 바탕으로 다음과 같이 제언을 하고자 한다. 자율연수 프로그램을 교직경력과 학력, 교직전문성 수준에 맞도록 단계적이고 다양한 내용으로 개설해야 한다. 그러기 위해서는 우선 우수한 강사진 확보를 통한 내실 있는 수업이 기반이 되어야 할 것이며 연수시설과 환경의 정비도 개선되어야 할 것이다. 또한 교과 연구회나 교사 동호회 등과 같은 자발적인 연수활동에 대해 행정적이고 재정적인 지원이 뒷받침되어야 한다. 그리고 교사들의 의견을 수렴한 연수를 개설한다면 자율연수가 더욱 활성화될 것이다. 초등학교 교사들은 다양한 과목을 가르쳐야 하는 특수성을 가지고 있기 때문에 전 교직기간 동안 계속교육의 차원에서 연수의 체계적 실시 방안이 마련되어야 한다. 초등학교 교사의 교과지도 전문성을 신장시키기 위하여 전 교과에 대한 다양한 연수가 개설되어야 할 것이며 자율적으로 선택할 수 있지만 각 교과목에 해당하는 연수를 반드시 이수할 수 있도록 하는 유인체제를 마련해야 할 것이다. 본 연구는 서울, 인천, 경기와 같은 수도권에 재직하고 있는 초등학교 교사들을 대상으로 하였다는 점에서 연구의 결과를 전국적으로 일반화하거나 적용하는데 한계가 있다. 또한 본 연구와 초등학교 교사의 교직전문성을 다른 방식으로 분류하는 경우가 있을 수 있으므로 후속 연구에서는 초등학교 교사의 특성에 맞는 교직전문성 분류기준을 통하여 초등교사의 교직전문성을 재조명해보는 연구가 필요하다.