교원 평가와 장학활동의 개선

서지정보

ㆍ발행기관 : 이화여자대학교 교과교육연구소 ㆍ수록지정보 : 교과교육학연구 / 3권 / 2호
ㆍ저자명 : 오은경

목차

요약
Ⅰ. 서론
Ⅱ. 장학의 실천
Ⅲ. 교원 평가
Ⅳ. 결론
참고문헌
Abstract

한국어 초록

현재 장학의 실제 모습은 교사들을 위한 장학이 아니라, 오히려 교사들이 거부하고, 냉소적인 태도를 보여주는 부정적인 면을 보여준다. 장학의 실천을 교수 개선이라는 본래의 목적으로 바꾸기 위해서, 교수 능력을 평가하는 과정도 달라져야 한다. 양적인 평가에만 의존했던 교원평가를 질적인 평가로 전환하고, 평가자도 교사 자신이나 동료교사로 바뀌어야 한다. 궁극적으로는 교사가 자기 장학할 수 있도록 자기평가가 가능해져야한다.

영어 초록

A good deal of the supervisor’s time was spent on administrative matters. Teacher-evaluation systems tended to be perfunctory. Present supervisory practices in schools are largely based on traditional views on supervision which relies heavily on the assumptions of Theory X. Emerging patterns of supervision combine Theory Y from human resources supervision with the belief that people are morally responsive and able to sacrifice self-interests for the right reasons.
The supervisory process inescapably involves teacher evaluation. Making one’s educational platform explicit enables both supervisor and teacher to explore discrepancies between the teacher’s platform in theory and the platform in use. Supervisor and teachers then have to discuss the discrepancy and see whether such practices need to be changed to conform to their stated platform. As teachers become more reflective about their work, under the influence of exercises like platform clarification, they will grow in their sense of consistency and in their responsiveness to students as well.
The supervisor’s evaluation activity is exercised with and for teachers, for the purpose of program and instructional improvement; it is exercised more by soft technology than hard technology. Using analogies with methodologies employed in connoisseurship and criticism, the proponents of the soft approaches to evaluation argues that they can capture more of the human variables through formative evaluation. Once the teacher gains self-confidence, she will be much more likely to carry on such self-corrective activities independently. The supervisor’s role in teacher evaluation is primarily to work alongside teachers as they engage in the ongoing task of reflective practice in a learning community.
One of the purposes of supervision is to deinstitutionalize institution supervision and to formalize the informal supervision and formative evaluation among teachers that now takes place in schools by legitimizing it.

참고 자료

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