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This research has been conduc
ted for the purpose of analyzing the major indices for professor development for improving the professionalism of the university professors, and for the purpose of investigating the expected effects of the application of the lifelong education principles for professor development. This study divides the professor development into the following 9 areas according to the expected task responsibilities, and provides 42 indices for each professor development area:
1. Development of education p
urposes
2. Development of education c
urriculums
3. Development of lessons
4. Development and applicatio
n of lesson media
5. Development and guidance o
f extra curriculum activities
6. Development of counseling
abilities
7. Development of research ab
ilities
8. Development of administrat
ion abilities
9. Involvement in society as
a professional
In summary, such 42 indices o
f professor development and main contents of Korean and American professor development programs are compared, and this comparison shows that professor development in areas of development of education curriculums, development of lessons, development and application of lesson media are being well developed, however, development for society involvement area is not being well developed. Moreover, American professor development program shows that research abilities are being well developed, and it has been found that there isn\'t such professor development program with sufficient information provision in Korea. In addition, despite the fact that many universities have introduced Professor Education Development Center(CTL) as a professor development program and have provided many programs, the low participation results in the custom of relying on the professors\' experiences and insufficient professionalism on the professor development programs. Therefore, in order to develop a productive professor development program and obtain productive results, this paper suggests dynamically combining and applying the main principles of the lifelong education such as the principle of adaptation to the reality, the principle of voluntary education, the principle of mutual education, the principle of aggressive marketing, and the principle of partnership establishment considering the specialty of professor development in unit universities. This paper concludes that such dynamic combination and application of principles of lifelong education results in the intended professor development achievements.   (ÀÌÇÏ »ý·«)

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