CAJ | 학술논문

教师领导是教师基于其专业权威，在与同行教师互动过程中，行使领导权，产生影响力的过程，不论他们是否拥有行政职位。以20世纪90年代为界线，教师领导分为以角色为本与以团队为本两种生成路径。教师领导的发展演进突现出去行政化、去中心化与去个体化的趋势，呈现出专业化、分布式、合作性、实践性、情景性等特征。基于教师领导的高校教学科研团队构建应以教师领导者为核心，强调教学科研的整体性、团队领导的去行政化、团队边界的开放性、成员的互补性等原则，构建策略包括提升教研室主任的专业与道德权威、创造适合教师领导成长的学校环境、培养教师领导的领导技能、关注对团队的价值引领，等等。
교사령도시교사기우기전업권위，재여동행교사호동과정중，행사령도권，산생영향력적과정，불론타문시부옹유행정직위。이20세기90년대위계선，교사령도분위이각색위본여이단대위본량충생성로경。교사령도적발전연진돌현출거행정화、거중심화여거개체화적추세，정현출전업화、분포식、합작성、실천성、정경성등특정。기우교사령도적고교교학과연단대구건응이교사령도자위핵심，강조교학과연적정체성、단대령도적거행정화、단대변계적개방성、성원적호보성등원칙，구건책략포괄제승교연실주임적전업여도덕권위、창조괄합교사령도성장적학교배경、배양교사령도적령도기능、관주대단대적개치인령，등등。
Teacher-in-leadership refers to a process in which,due to his professional authority,the Teacher exercises leadership in interactions among his colleagues,and exerts impacts upon them,regard-less whether or not he has an administrative title. There are two forms for Teacher-in-leadership to come into being in with the 1990s as the boundary. That is the role- and team-based forms respective-ly. And its development and evolution highlights the tendency of de-administration,de-centralization and de-individualization,and demonstrates professional,distributed,collaborative,practical,situation-al characteristics. According to the principles that the construction of the teaching and researching team of institutions of higher learning of Teacher-in-leadership ought to put the Teacher-as-leader at the core,emphasize the integrity of the teaching and research,the de-administration of the team leader,the openness of the team boundary,and the complementarities of the team members,etc. the construction strategies should include the enhancement of the professional and moral authority of the head of the teach-ing and research section,the creation of an enabling environment for the growth of the Teacher-as-leader,the cultivation of his leadership skills,and the concern for the sense of values of the team.