본 연구의 목적은 우리나라 중등 중견교사들의 교직발달유형 변화 양상을 밝히는데 있다. 연구대상은 40대, 교직경력 15~25년 사이의 15명의 중등교사들이 있었으며, 자료수집기간은 2005년 6월말부터 동년 8월초까지였다. 주요 연구방법은 집단면접과 자기보고서 작성이었다. 연구결과, 본 연구에서는 기존의 단계별 연속형과 유형론을 통합한 새로운 접근을 통해 중등교사들에게서 볼 수 있는 아홉 가지의 교직발달유형을 찾아내고, 그 유형을 중기변화형과 단기변화형으로 구분하여 우리나라 중등교사들의 교직발달유형 변화의 빈도, 양상, 영향요인 등을 밝히고 있다.
The purpose of this study was to investigate the changing aspects of teaching profession developmental style of secondary experienced teachers. Major research methods were collective interview and teachers self-reporting method. Research periods was from July to August in 2005. Major findings were as followings; First, Nine teaching profession developmental styles such as subject teaching-centered style, student personalty guiding-centered style, organizational contribution oriented style, immersing in administrative duties style, struggling for school system change style, living free from worldly cares style, self-centered style, promotion oriented style, and burnout style were appeared. Second, The secondary teachers experienced teaching profession developmental styles change on the average 4.8 years in a cycle of 3.9 years. Third, Two styles such as the middle-term change style and the short-term change style were appeared. Forth, teaching profession developmental styles of secondary teachers was orderly developed, and continually diverging to diverse styles, but few style reappeared. Put another words, teaching profession developmental styles of secondary teachers in Korea were developed as linearly but complexly diverging style.
Ⅰ. 문제의 제기 Ⅱ. 선행연구 검토 Ⅲ. 연구의 방법 Ⅳ. 연구의 결과 Ⅴ. 요약 및 결론 참고문헌
