CAJ | 학술논문

教师专业发展研究的范式既是一种科学研究的范式，又具有人文社会科学所特有的人文性与实践性。本文以库恩的范式理论为分析框架，梳理了20世纪初至20世纪80年代末、90年代初传统工具理性指导下教师专业发展研究范式的不足，剖析了20世纪90年代以后交往理性指导下教师专业发展研究范式的优势，阐释了当下我国教师专业发展研究范式的积极探索，旨在呈现20世纪至今，国内外教师专业发展研究范式发展的清晰脉络。
교사전업발전연구적범식기시일충과학연구적범식，우구유인문사회과학소특유적인문성여실천성。본문이고은적범식이론위분석광가，소리료20세기초지20세기80년대말、90년대초전통공구이성지도하교사전업발전연구범식적불족，부석료20세기90년대이후교왕이성지도하교사전업발전연구범식적우세，천석료당하아국교사전업발전연구범식적적겁탐색，지재정현20세기지금，국내외교사전업발전연구범식발전적청석맥락。
The paradigm of teacher professional development studies is not only a science but also has the unique social sciences and humanities practicality. This paper is based on Kuhn's paradigm theory framework, reviewes the disadvantages of traditional instrumental rationality paradigm of teacher professional development studies from the early 20th century to the late 1980s,early 1990s analyzes the advantages of communicative rationality paradigm of teacher professional development studies from 1990s, presentes the current active exploration of teacher professional development studies paradigm in China, aiming at presenting the clear context of paradigm on teacher professional development studies both domestic and abroad since 20th century.