CAJ | 학술논문

教师专业化的过程是一个在特定社会、文化和历史脉络中社会建构的过程。英国资产阶级的需要推动了教学职业的专业化，也为教师自治组织的发展提供了空间；法国的教师专业化过程则是教育体制纳入国家科层的过程，国家控制了教师的培训机构、内容以及教师组织。这两种不同的社会现实的构建是两国不同脉络下不同利益群体之间互动的产物。文章认为追求教师专业化应充分考虑本国已有的社会脉络和教育文化传统，也应注重教师和其他利益相关者之间的沟通，倾听不同的声音。
교사전업화적과정시일개재특정사회、문화화역사맥락중사회건구적과정。영국자산계급적수요추동료교학직업적전업화，야위교사자치조직적발전제공료공간；법국적교사전업화과정칙시교육체제납입국가과층적과정，국가공제료교사적배훈궤구、내용이급교사조직。저량충불동적사회현실적구건시량국불동맥락하불동이익군체지간호동적산물。문장인위추구교사전업화응충분고필본국이유적사회맥락화교육문화전통，야응주중교사화기타이익상관자지간적구통，경은불동적성음。
Teacher professionalization is a process of social construction that takes place in particular social, cultural and historical contexts. In England, the capitalist＇s endeavor to introduce teacher professionalization led to the establishment of the General Teaching Council and the procurement of professional autonomy by teachers; In France, the process of teacher professionalization was accompanied by the bureaucratization of its education system. The state controlled teacher training institutions, training contents and teacher organizations. The two different routes of professionalization affect the interactions among teacher and different interest groups in England and France. This paper argues that the pursuit of teacher professionalization should be examined in their social contexts as well as their educational and cultural traditions, with great attention paid to the teachers＇ voice.