본 연구는 협력적 학습을 통한 스스로 연구하는 학교문화 형성 방안인 교사학습공동체의 개념 및 특성을 규명하고, 그 특성이 실제 어떤 양상으로 공유되고 정착되는지를 질적 연구 방법을 통해 살펴보는 것을 목적으로 한다. 이를 위해 교사학습공동체에 대한 이론적 배경을 고찰하고, 교사학습공동체 실제 사례를 분석하여 그 결과를 토대로 교사학습공동체 특성에 따른 공유와 정착방안을 제시하였다. 연구 결과에 따르면 정책적으로나 제도적으로 시행하려 는 교사학습공동체가 진정한 의미의 교사학습공동체가 되려면, ‘가치와 비전의 공유’, ‘자발적 참여’, ‘협력적 학습 및 적용’, ‘반성적 결과 공유’, ‘정서적 소속감’이라는 특성을 갖고 있어야 하며, 각 특성은 교사학습공동체 운영 과정에 순차적으로 그리고 서로 상호 연관적으로 작용 해야 한다. 또한 교사학습공동체 공유와 정착과정에서의 갈등들은 ‘시간적 어려움과 업무의 가중에도 필요한 활동’으로 생각되고, ‘참여가 잘 되는 방향으로 운영방식 조정’하여, ‘자발적 동기와 가르치는 보람’을 느끼며, ‘의사소통의 기회와 수업사례 공유’를 통해 극복되고 있는 것으로 나타났다.
This study aims to identify the concept and features of Teachers’ Learning Community which is a way to establish a self-studying school culture through cooperative learning, and to investigate the aspect of its sharing and settlement through qualitative research. In order to do so, the theoretical background of Teachers’ Learning Community has been studied and its real cases were analyzed. Based on the results, the sharing and settlement process depending on the features of Teachers’ Learning Community have been suggested. Although it’s easy to face with the terms such as ‘Teachers’ Learning Community’ or ‘Professional Learning Community’ in current education field, the frequent use of the term ‘Learning Community’ in teachers’ usual meetings or gatherings makes us to doubt whether they are true Teachers’ Learning Communities or not. According to the result of this study, in order to execute a true Teachers’ Learning Community either politically or institutionally, features such as ‘sharing of value and vision’, ‘voluntary participation’, ‘cooperative learning and application’, ‘sharing reflective results’, and ‘emotional sense of belonging’ are required. Also, it was proved that each feature is applied gradually and mutually in operational process of Teachers’ Learning Community. About the ways of overcoming conflicts in sharing and settlement process, ‘necessary activity despite the workload and time burden’, ‘the adjustment of the operation way to increase the participation’, ‘voluntary motivation and teaching rewards’, ‘communication opportunities and sharing the teaching cases’are thought as overcoming factors. Hence, it is necessary to make Teachers’ Learning Community faithful to the concept and to activate it by applying the suitable ways depending on each feature to settle Teachers’ Learning Communities in the education field.
Ⅰ. 서론 II. 이론적 배경 III. 연구방법 IV. 연구결과 V. 논의 및 결론 ▣ 참 고 문 헌 ▣
