CAJ | 학술논문

教师德性作为实践场域中的教师道德，是教师历经反复的道德实践而生成的专业品性，以教育良心、教师善和教育理解力表现出来。教师的教育幸福是其在教育活动中获得的一种积极的情感体验，源自教师对教育的真正理解、对生命成长的深切感悟与作为“研究者”的充实。教师德性与教育幸福是相辅相成的，教师德性创造教育幸福，教育幸福提升教师德性。
교사덕성작위실천장역중적교사도덕，시교사력경반복적도덕실천이생성적전업품성，이교육양심、교사선화교육리해력표현출래。교사적교육행복시기재교육활동중획득적일충적겁적정감체험，원자교사대교육적진정리해、대생명성장적심절감오여작위“연구자”적충실。교사덕성여교육행복시상보상성적，교사덕성창조교육행복，교육행복제승교사덕성。
Teachers＂ virtue acts as teachers＂ morality in real life, and is formed through repeated practice and exhibited by the educational conscience, teachers＇kindness and the appreciation of education. Teachers＇educational happiness is a kind of active emotional experience that teachers acquire in the educational activity, originating from the educational comprehension, the sense of life and the rich feeling as ＂researchers＂. Educational happiness and teachers＇virtue supplement with each other. Teachers＇virtue will create teachers＇happiness, and it will also be upgraded by educational happiness of teachers.