CAJ | 학술논문

教师教育观念作为教师个体成长的“伴生物”，是教师文化的核心构成元素，具有稳定性和可塑性。依据结构功能理论，教师身处和谐社会体系之中，其行为不可避免地受到体系结构的规约，教师教育观念是在角色扮演过程中逐渐形成的，来自学校或其他专业团体的外部支持对教师教育观念的形成具有重要作用。社会冲突理论则认为，教师作为教育实践活动的主体，其教育观念的形成是教师进行主动社会建构的结果，教师应该担负起建构个人教育观念的主要责任。而符号互动理论则强调，个体不能无视和脱离社会结构与情境的影响，教师教育观念的形成过程就是教师在特定的社会环境中，不断地与他人互动、对话、沟通的动态发展历程。
교사교육관념작위교사개체성장적“반생물”，시교사문화적핵심구성원소，구유은정성화가소성。의거결구공능이론，교사신처화해사회체계지중，기행위불가피면지수도체계결구적규약，교사교육관념시재각색분연과정중축점형성적，래자학교혹기타전업단체적외부지지대교사교육관념적형성구유중요작용。사회충돌이론칙인위，교사작위교육실천활동적주체，기교육관념적형성시교사진행주동사회건구적결과，교사응해담부기건구개인교육관념적주요책임。이부호호동이론칙강조，개체불능무시화탈리사회결구여정경적영향，교사교육관념적형성과정취시교사재특정적사회배경중，불단지여타인호동、대화、구통적동태발전역정。
As a accompaniment of the growing process of every individual teacher, the education idea is the core part in the culture of teachers and it also has the qualities of stability and plasticity. According to the framework-function theory, the teachers are in a harmonious and balanced social system, their behaviors are limited by the function of the system inevitably. The teachers ~ education idea is formed gradually in the process of the role playing~ in the meanwhile, the supporting of schools or the exterior professional groups are also have a great effect on it. The social-conflict theory regards the teacher as the principal part of the teaching practice, the formation of the education idea is resulted from the construction of the princi- pal part. The teachers should shoulder the main responsibility of the construction of their education ideas. The symbolic interactionism emphasizes that the individuals cannot be divorced from the influences of the social construction and condition. The formation process of the education idea of teachers is in a given so- cial surroundings with the interaction, interlocution and communication with others.