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¹ßÇàÇÐȸ : Çѱ¹±³¿ø±³À°ÇÐȸ [THE KOREAN SOCIETY FOR STUDY OF TEACHER EDUCATION]
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°øÇÏ´Â ¼ö¾÷¿¡¼ÀÇ µ¿·áÆò°¡(peerreview of teaching)°¡ ´ëÇÐÀÇ ¼ö¾÷ °³¼±À» À§ÇÑ ¹æ¾È Áß Çϳª·Î ¿©·¯ ¿Ü±¹ ´ëÇп¡¼ ½ÃÇàµÇ°í ÀÖ´Ù. ¼ö¾÷¿¡¼ÀÇ µ¿·áÆò°¡´Â ±³¼öµé °£ÀÇ ±³¼ö¹ý¿¡ ´ëÇÑ °ü½ÉÀ» Á¦°íÇÏ°í, Àü°ø ƯÁ¤ÀûÀα³¼öÀü·« Ž»ö¿¡ ±â¿©ÇÒ °ÍÀ¸·Î ±â´ëµÇÁö¸¸, ¼ö¾÷ÀÇ °ø°³¿Í Æò°¡¸¦ ºÎ´ã½º·¯¿öÇÏ´Â ¿ì¸®³ª¶ó´ëÇÐ ±³À° dzÅä¿¡¼ ÀÌÁ¦²¯ ½ÃÇàµÇÁö ¸øÇÏ¿© ¿Ô´Ù. º» ¿¬±¸´Â ±¹³» Á¤¼¸¦ °í·ÁÇÑ ´ëÇÐ ±³¿ø°£ÀÇ ¼ö¾÷¿¡¼ÀÇ µ¿·áÆò°¡ ÇÁ·Î±×·¥ µµÀÔ ¹æ¾ÈÀ» Ž»öÇÏ´Â °ÍÀ» ¸ñÀûÀ¸·Î ÇÑ´Ù. À̸¦ À§Çع®Ç忬±¸¿¡ ±âÃÊÇÏ¿© ¼¼ °¡Áö À¯ÇüÀÇ ¼ö¾÷¿¡¼ÀÇ µ¿·áÆò°¡ ÇÁ·Î±×·¥À» Á¦¾ÈÇÏ°í, Àü¹®°¡ ±×·ìÅäÀǸ¦ °ÅÃÄ ÅëÇÕµÈ µ¿·áÆò°¡ ÇÁ·Î±×·¥À» µµÃâÇÏ¿´´Ù. ¸¶Áö¸·À¸·Î ÆÄÀÏ·µÅ×½ºÆ®¸¦ ÅëÇØ ÇØ´ç ÇÁ·Î±×·¥ÀÌ ±³À°ÀÇ ÁúÀû °³¼±¿¡ ¹ÌÄ¡´Â È¿°ú¸¦ Ž»öÇÏ¿´´Ù. ÀÌ ³í¹®Àº ±³À°ÀÇ Áú Á¦°í¸¦À§ÇÑ ¹æ¾È Áß Çϳª·Î ¼ö¾÷¿¡¼ÀÇ µ¿·áÆò°¡ ÇÁ·Î±×·¥ µµÀÔÀ» Á¦¾ÈÇÏ°í ÀÌ¿¡ ´ëÇÑ ±¹³» ´ëÇб³¼öµéÀÇ ÀÇ°ßÀ» Á¦½ÃÇÏ¿´´Ù´Â Á¡¿¡¼ ÀÇÀÇ°¡ ÀÖ´Ù.
Peer review of teaching progr
am is a kind of evaluation that gives the information aboutteaching and learning to instructors. A colleague or group of colleagues observe in the classand give some feedback to the instructor. The results of peer review of teaching influenceon both improved teaching and learning in that course and deciding the tenure, promotionand recontract of instructors. The purposes of this study are introducing and developing theprogram in higher education. First, three types of teaching program are suggested based onreview of literature and cases of universities. Second, focus group interviews are conductedin discussing the opinions of faculty members and reviewing the effectiveness and feasibilityof three types of program. As a result of focus group interview, these are integrated as acombined program. Third, the final program is revised based on the result of two pilottests. This study will contribute to institutionalize the peer review of teaching program as afaculty support in higher education. (ÀÌÇÏ »ý·«)
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