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이 연구에서는 교사의 자기장학과 전문적 발달의 개념 및 관련 연구를 살펴보고, 초등학교 교사들이 지각하는 자기장학 참여 수준은 어느 정도이며, 자기장학 참여가 교사의 전문적 발달에 미치는 영향은 어느 정도인가 등을 분석하였다. 연구결과 밝혀진 주요 결론은 다음과 같다. 첫째, 초등학교 교사들의 자기장학 참여 수준은 약간 높은 수준인 것으로 나타났으며, 배경변인에 따라 유의한 차이를 보였다. 둘째, 초등학교 교사들의 전문적 발달 수준은 보통을 조금 상회하는 수준이며, 교사의 직위와 경력 등의 배경변인에 따라 통계적으로 유의한 차이를 보이는 것으로 나타났다. 셋째, 초등학교 교사들의 자기장학과 전문적 발달 간에는 높은 상관관계가 있는 것으로 나타났다.


This study has a purpose of providing valuable implications for the development of self-supervision through which teacher's professional development is possible. In order to achieve this study's purpose, the following research questions were presented. (1) To what extend do elementary school teachers participate in self-supervision? (2) What influence does elementary school teachers' participation in self-supervision have on teachers' professional development? A Likert-scale-type questionnaire survey was carried out with a sampling of 310 elementary school teachers in Incheon city. T-test/one-way ANOVA test and multiple regression analysis were applied in order to answer the two research questions. The major findings are as follows: (1) The elementary school teachers' participation in self-supervision level was slightly high. And there was a significant difference depending on their background variables especially sex and position variable. (2) There was a high correlation between elementary school teachers' participation in self-supervision and teachers' professional development. It means that when teachers actively participate in self-supervision their professional development for teaching increases. (3) The multiple regression analysis on the effects of self-supervision on professional development of elementary school teachers showed that the teachers' self-supervision has a great effect on professional development.