CAJ | 학술논문

＂教师专业自主发展＂是＂教师专业发展的核心＂。自20世纪80-90年代,美国的卡内基教育和经济论坛、霍姆斯小组提出＂教师专业化＂的理念以来,国内外学者在＂教师专业自主发展＂的内涵、内容、阶段、路径等方面进行了深入研究并取得了丰硕成果。同时,对于＂教师专业自主发展＂研究也存在着忽视教师专业自主发展的人文性、研究的理想色彩过浓、研究缺少针对性等方面的问题。通过对＂教师专业自主发展＂研究的回顾与反思,有利于把握＂教师专业自主发展＂研究的未来趋势。
＂교사전업자주발전＂시＂교사전업발전적핵심＂。자20세기80-90년대,미국적잡내기교육화경제론단、곽모사소조제출＂교사전업화＂적이념이래,국내외학자재＂교사전업자주발전＂적내함、내용、계단、로경등방면진행료심입연구병취득료봉석성과。동시,대우＂교사전업자주발전＂연구야존재착홀시교사전업자주발전적인문성、연구적이상색채과농、연구결소침대성등방면적문제。통과대＂교사전업자주발전＂연구적회고여반사,유리우파악＂교사전업자주발전＂연구적미래추세。
＂Teacher＇s autonomous professional development＂ is ＂the core of Teacher＇s professional de- velopment＂. Since the proposition of the concept of ＂teacher professionalization＂ by the Carnegie Forum on education and economy and the Holmes team in the 1980s-90s, domestic and foreign scholars have conduc- ted in-depth research of the implications, content, stages, paths of ＂teacher professional development＂ and has achieved fruitful results. At the same time, these previous studies are also problematic in their ignoring the humanistic nature, the over-lofty touch, and the lack of pertinence. Through reviewing and reflecting the previous studies, it is useful to grasp the future trend of study on ＂teacher＇s autonomous professional development＂.