CAJ | 학술논문

世界各国教师教育变革经历了复杂的过程，期间形成和流行过各种理念，这些理念源于教师研究的不同热点，及这些研究所凭借的理论背景。本文重点讨论教师教育变革的三大理念“教师训练”、“教师发展”、“教师学习”，教师在其中分别扮演客体、主体和完整的人的角色；梳理这些变革的理念所依托的教师研究的理论背景和研究成果，并论述一种理念演进到另一种理念和教师教育变革的发展脉络。
세계각국교사교육변혁경력료복잡적과정，기간형성화류행과각충이념，저사이념원우교사연구적불동열점，급저사연구소빙차적이론배경。본문중점토론교사교육변혁적삼대이념“교사훈련”、“교사발전”、“교사학습”，교사재기중분별분연객체、주체화완정적인적각색；소리저사변혁적이념소의탁적교사연구적이론배경화연구성과，병논술일충이념연진도령일충이념화교사교육변혁적발전맥락。
Teacher education in all countries transforms in very complex processes, during which emerging various ideological conceptions. The transforming of such concepts is due to difference research focus on teachers as well as the theoretical perspectives those teacher research drawing on. The paper refines three conceptions in the transforming process of teacher education ： teacher training, teacher development, and teacher learning; and clarifies the theoretical background and related research on which these three conceptions based. The rationale for evolvement from one conception to another is illustrated, as well as the development trajectory of teacher education transformation.