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2015.05.23
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Á¦¸ñ : ¸àÅ丵À» È°¿ëÇÑ ±³¿øÀÇ Àü¹®¼º Çâ»ó¿¡ °üÇÑ ¿¬±¸ - ¹Ì±¹ÀÇ PAR ÇÁ·Î±×·¥À» Áß½ÉÀ¸·Î - ÀúÀÚ : Á¤Á¦¿µ, Á¤¼º¼ö
¹ßÇàÇÐȸ : Çѱ¹±³¿ø±³À°ÇÐȸ [THE KOREAN SOCIETY FOR STUDY OF TEACHER EDUCATION]
¹ßÇàÁ¤º¸ : Çѱ¹±³¿ø±³À°¿¬±¸ Á¦ 23±Ç 2È£ pp.129-151(23 pages)
¹ßÇà³âµµ : 2006

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I. ¿¬±¸ÀÇ Çʿ伺 ¹× ¸ñÀû
II. ÀÌ·ÐÀû ¹è°æ
1. ±³Á÷»çȸÀÇ ÇнÀ°ú Áö½Ä
2. ¸àÅ丵 ÀÌ·Ð
III. ±³»ç ¸àÅ丵 »ç·Ê - ¹Ì±¹ÀÇ PAR ÇÁ·Î±×·¥ ºÐ¼®
1. PAR ÇÁ·Î±×·¥ÀÇ °³³ä
2. PAR ÇÁ·Î±×·¥ÀÇ ¸ñÀû
3. PAR ÇÁ·Î±×·¥ÀÇ ¿î¿µÀýÂ÷¿Í ÀçÁ¤ Áö¿ø
4. PAR ÇÁ·Î±×·¥ÀÇ ÁÖ¿ä ´ë»ó
5. PAR ÇÁ·Î±×·¥¿¡ ÇÊ¿äÇÑ ¸àÅäÀÇ ¼±Á¤°ú ÀÚ·á ¼öÁý
6. °á°ú º¸°í¼­ÀÇ ÀÛ¼º°ú È°¿ë
IV. °á·Ð - ¿ì¸®³ª¶ó¿¡ ÁÖ´Â ½Ã»çÁ¡
1. ±³¿ø´ÜüÀÇ »õ·Î¿î ¿ªÇÒ°ú Ã¥ÀÓ
2. ±³¿øÆò°¡ Á¦µµ¿ÍÀÇ ¿¬°è¸¦ ÅëÇÑ ±³¿ø Àü¹®¼º ½ÅÀå
3. ÃÊÀÓ ±³»çÀÇ ´É·Â Çâ»ó ÇÁ·Î±×·¥ Áö¿ø
4. ¿ì¼öÇÑ ¸àÅä ±³»ç È®º¸¸¦ À§ÇÑ ÁØ°Å ¸¶·Ã ¹× Àη Ǯ ±¸¼º
5. ±³¿ø ¸àÅ丵 ÇÁ·Î±×·¥À» À§ÇÑ ÀçÁ¤ È®º¸ ¹æ¾È ¸¶·Ã
Âü °í ¹® Çå
ABSTRACT

º»¹®³»¿ë

º» ¿¬±¸´Â ±³¿øÀÇ Àü¹®¼ºÀ» ³ôÀ̱â À§ÇÑ È¿°úÀûÀÎ ¹æ¹ýÀ¸
·Î¼­ ¸àÅ丵ÀÌ È°¿ëµÉ ¼ö ÀÖÀ» °ÍÀ̶ó°í º¸°í, ¹Ì±¹¿¡¼­ ¸àÅ丵À» ±â¹ÝÀ¸·Î ÀÌ·ç¾îÁö°í ÀÖ´Â PAR ÇÁ·Î±×·¥ÀÇ »ç·Ê ºÐ¼®À» ÅëÇØ ¿ì¸®³ª¶ó¿¡¼­ Àû¿ëÇϱâ À§ÇÑ ½Ã»çÁ¡À» µµÃâÇÏ´Â °ÍÀ» ¸ñÀûÀ¸·Î ÇÑ´Ù. ¸àÅ丵Àº ¿ì¼öÇÑ ±³»çÀÇ Áö½Ä, ƯÈ÷ ¾Ï¹¬Áö(äÞò±, tacit knowledge) ÇüÅ·ΠüȭµÇ¾î ÀÖ´Â Áö½Ä°ú ³ëÇÏ¿ì µîÀÌ ´Ù¸¥ ±³»ç¿¡°Ô È¿À²ÀûÀ¸·Î ÇнÀµÉ ¼ö ÀÖ´Â ¹æ¹ýÀÌ´Ù. ¹Ì±¹ÀÇ PAR ÇÁ·Î±×·¥Àº µ¿·áÁö¿ø(peer assistance)°ú µ¿·áÆò°¡(peer review)·Î ±¸¼ºµÇ¾î Àִµ¥ Æò°¡¿Í ¸àÅ丵ÀÌ °áÇյǾî ÀÌ·ç¾îÁö´Â Á¦µµ¶ó°í ÇÒ ¼ö ÀÖ´Ù.º» ¿¬±¸´Â ¹Ì±¹¿¡¼­ ÃßÁøÇÏ°í ÀÖ´Â PARÀÇ °³³ä, ¸ñÀû, ±×¸®°í ¿î¿µ»ç·Ê¸¦ ºÐ¼®ÇÏ¿©, ¿ì¸®³ª¶ó¿¡ ÁÖ´Â ½Ã»çÁ¡À» °á·ÐÀûÀ¸·Î µµÃâÇÏ¿´´Ù. PAR ÇÁ·Î±×·¥ÀÌ ÁÖ´Â ½Ã»çÁ¡Àº ù°, ±³¿øÀÇ Àü¹®¼º Çâ»óÀ» À§ÇØ ±³¿ø´Üü°¡ ÁÖµµÀûÀ¸·Î Âü¿©ÇÏ´Â »õ·Î¿î ¿ªÇÒ°ú Ã¥ÀÓÀ» ¸Ã¾Æ¾ß ÇÑ´Ù´Â °ÍÀÌ´Ù. µÑ°, ÃÖ±Ù ¿ì¸®³ª¶ó¿¡¼­ µµÀÔÀÌ ÃßÁøµÇ°í ÀÖ´Â ±³¿øÆò°¡°¡ ¸àÅ丵ÇÁ·Î±×·¥°ú ¿¬°èµÇ¾î¾ß ´õ¿í È¿°úÀûÀÏ ¼ö ÀÖ´Ù´Â °ÍÀÌ´Ù. ¼Â°, ƯÈ÷ ÃÊÀÓ±³»çµéÀÇ ±³Á÷ ÀûÀÀµµ¸¦ ³ôÀ̱â À§Çؼ­´Â ¸àÅ丵 Á¦µµ°¡ ÇÊ¿äÇϸç, ÇöÀç ÀϺΠÁö¿ª¿¡¼­ ÃßÁø ÁßÀÎ ¸àÅ丵 Á¦µµ¸¦ Àü±¹´ÜÀ§·Î È®´ëÇÏ´Â °ÍÀÌ ÇÊ¿äÇÏ´Ù. ³Ý°, ¿ì¼öÇÑ ¸àÅ並 ¹ß±¼Çϱâ À§ÇÑ ±âÁØ°ú ÀÚ°ÝÀÇ ¼³Á¤ ¹× Àη ǮÀ» ±¸¼ºÇÏ´Â ³ë·ÂÀÌ ÇÊ¿äÇÏ´Ù. ´Ù¼¸Â°, ÀÌ ¸ðµç °ÍÀÌ ¼º°øÀûÀ¸·Î ÀÌ·ç¾îÁö±â À§Çؼ­ ¿ä±¸µÇ´Â ÃæºÐÇÑ ÀçÁ¤À» È®º¸Çϱâ À§ÇÑ ¹æ¾È°ú ³ë·ÂÀÌ Àý½ÇÇϸç, ¾Æ¿ï·¯ ±¹°¡Â÷¿ø ¹× Áö¹æÀÚÄ¡´Üü Â÷¿øÀÇ Áö¿øÀÌ ¿ä±¸µÈ´Ù.

The purpose of this study was
to suggest implications for Korean teachers' professional developmentthrough examining mentoring, especially PAR programs of the USA. PAR(Peer Assistance and Peer Review)is a program combined with review(evaluation) and mentoring.To achieve the above purpose, examined all about PAR program and the results are as follow:Firstly, Korean teachers' associations or unions need to take new roles and responsibilities for teachers'professional development.Secondly, teacher evaluation system will be more effective when it is connected with mentoring program .Thirdly, mentoring program is essential to enhance the adjustment of novice teachers and the mentoringprograms promoting by some region should be enlarged to the whole country.Fourthly, the standards, criteria, qualifications need to be established as soon as possible to select excellentmentor teachers, and also the efforts to organize manpower pool.Lastly, the efforts to secure money and financial support of the whole country are needed to make all theabove suggestions possible.   (ÀÌÇÏ »ý·«)

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