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¹ßÇàÇÐȸ : Çѱ¹±³¿ø±³À°ÇÐȸ [THE KOREAN SOCIETY FOR STUDY OF TEACHER EDUCATION]
¹ßÇàÁ¤º¸ : Çѱ¹±³¿ø±³À°¿¬±¸ Á¦ 31±Ç 3È£ pp.371-398(28 pages)
¹ßÇà³âµµ : 2014
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¾È ¿Ü±¹ ´ëÇе鿡¼ ½ÃÇàµÇ°í Àִ¼ö¾÷¿¡ ´ëÇÑ µ¿·áÆò°¡(peer review of teaching)¿¡ ´ëÇÏ¿© ÃÖ±Ù¿¡´Â ±¹³» ´ëÇе鿡¼µµ °ü½ÉÀ» º¸ÀÌ°í ÀÖ´Ù. ÀÌ¿¡ ½ÅÁ¾È£¿Í È«¼º¿¬(2013)Àº ¼ö¾÷ÀÇ Áú °³¼±À» À§ÇÏ¿© ±¹³» ´ëÇп¡ Àû¿ëÇÒ¼ö ÀÖ´Â µ¿·áÆò°¡ ÇÁ·Î±×·¥ ¸ðÇüµéÀ» °³¹ßÇÏ°í, ¿ì¼±ÀûÀ¸·Î Çü¼ºÀû µ¿·áÆò°¡ ÇÁ·Î±×·¥ÀÇ µµÀÔÀ» Á¦¾ÈÇÏ¿´´Ù. º» ¿¬±¸´Â ÀÌ¿¡ ´ëÇÑ ÈÄ¼Ó ¿¬±¸·Î ±¹³» ´ëÇп¡¼ ÁøÇàµÈ ¼ö¾÷¿¡ ´ëÇÑ Çü¼ºÀû µ¿·áÆò°¡ ÇÁ·Î±×·¥ »ç·Ê¸¦ ºÐ¼®ÇÏ¿© µ¿·áÆò°¡ÀÇ È¿°ú¿Í ÇÔ²² ÇÁ·Î±×·¥ÀÇ ÇüÅÂ¿Í Âü¿©ÀÚÀÇƯ¼º¿¡ µû¶ó ³ªÅ¸³ª´Â Â÷ÀÌÁ¡À» ºÐ¼®ÇÏ¿´´Ù.µ¿·áÆò°¡ÀÇ È¿°ú¿¡ ´ëÇÑ ¿¬±¸°á°ú Çü¼ºÀû µ¿·áÆò°¡ ÇÁ·Î±×·¥Àº ¼ö¾÷ °ø°³ ¹× µ¿·á ±³¼ö °£ÀÇ ´ëȸ¦ È°¼ºÈÇÏ¿© ¼ö¾÷°³¼±À» À§ÇÑ Çù·ÂÀû ±³À° ¹®È È®»ê¿¡ ±â¿©ÇÒ ¼ö ÀÖÀ½À» È®ÀÎÇÒ¼ö ÀÖ¾ú´Ù. ¶Ç, ±³¼öµéÀº µ¿·áÆò°¡ ÇÁ·Î±×·¥ÀÇ Âü¿©¸¦ ÅëÇØ ¼ö¾÷¿¡¼ÀÇ ¹®Á¦Á¡ ºÐ¼® ¹× ¼ö¾÷°³¼±À» À§ÇÑ ±¸Ã¼ÀûÀÎ ¼ö¾÷ ±â¼úÀ» ȹµæÇÒ ¼ö ÀÖÀ¸¸ç, Àü°øÀÌ °°Àº ±³¼ö±×·ìÀÎ °æ¿ì ±³°ú³»¿ë, Àü°øƯ¼º, ÇлýƯ¼ºÀ» °í·ÁÇÑ ³íÀÇ ¹× Çǵå¹éÀ» »óÈ£ ±³È¯ÇÒ ¼ö ÀÖ¾ú´Ù. ¸¶Áö¸·À¸·Î µ¿·áÆò°¡ ÇÁ·Î±×·¥Àº ±³¼öµéÀÌ ¼ö¾÷ Àü¹®¼º °³¹ßÀ» À§ÇÑ ³ë·ÂÀ» Áö¼ÓÇÏ°Ô ÇÏ´Â ³»ÀçÀû µ¿±âºÎ¿©¿ªÇÒÀ» ÇÏ¿´´Ù. µ¿·áÆò°¡ ÇÁ·Î±×·¥ÀÇ ÇüÅÂ¿Í Âü¿©ÀÚÀÇ Æ¯¼º¿¡ µû¸¥ Â÷ÀÌÁ¡À» ºÐ¼®ÇÑ °á°ú¿¡¼´Â µ¿·áÆò°¡°¡ Çü¼ºÀû ¸ñÀûÀ̶ó ÇÏ´õ¶óµµ ÇÁ·Î±×·¥ Âü¿© µ¿±â¿Í Âü¿©ÀÚÀÇ Æ¯¼º¿¡ µû¶ó µ¿·áÆò°¡¿¡ ´ëÇÑ Àνİú ±â´ë, ¸àÅäÀÇ ÀÚ°Ý¿¡ ´ëÇÑ ÀÇ°ßÀÌ ´Þ¶ú´Ù. ¶Ç, µ¿·áÆò°¡ °úÁ¤¿¡¼ Á¦°øµÇ´Â ´ëÈ¿Í Çǵå¹éÀÇ ³»¿ë°ú Çüŵµ Âü°¡ÀÚÀÇ Æ¯¼º°ú ±×·ì ±¸¼º¿¡ µû¶ó ´Þ¶óÁüÀ» È®ÀÎÇÒ ¼öÀÖ¾ú´Ù. ÀÌ·¯ÇÑ ¿¬±¸°á°ú¸¦ ¹ÙÅÁÀ¸·Î ±¹³» ´ëÇп¡¼ µ¿·áÆò°¡ ÇÁ·Î±×·¥À» ¿î¿µÇÏ°íÀÚ ÇÒ ¶§°í·ÁÇؾßÇÒ »çÇ×À» Á¦¾ÈÇÏ¿´´Ù.
Recently, universities in kor
ea have interests in the peer review of teaching, which isimplemented from foreign universities for a long time as one of the tool to improveteachings in higher education. For such, Shin & Hong (2013) developed program models forpeer review of teaching that is adaptable to domestic universities to improve teachingquality, and proposed to start the formative peer review program in priority. This studyanalyzed the differences appeared according to forms of programs and the characteristics ofparticipants together with the effect of peer review by analyzing formative peer review ofteaching program cases at A university in Korea as a follow-up study of such. First of all,the result of the study on the effectiveness of peer review confirmed that the formative peerreview program could contribute to expansion of cooperative educational culture to improveteaching by activating open classes and communication between and among colleagues.Moreover, Faculties could learn specific teaching techniques to analyze problems duringteaching and improve teaching, and in case of same major groups, they could have adiscussion as considering subject contents, major and student characteristics and couldexchange feedbacks through participating in the peer review program. Furthermore, the peerreview program played a role of motivating internally to continue to develop teachingexpertise for faculty. Second, the result of analyzing differences according to the forms ofpeer review program and characteristics of participants showed the different opinions onrecognition, expectation and qualification of mentors on peer review depending on themotive of program participation and characteristics of participants even the peer review hasthe formative purpose. Moreover, it could be checked that the communication and thefeedback contents and forms provided during the procedure of peer review are changingaccording to characteristics of participants and group pairing. (ÀÌÇÏ »ý·«)
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