CAJ | 학술논문

实践社群视角下，教师合作是特定社会性结构下教师进行意义协商的过程。本研究从社群形态、沟通规范以及实践定位三个维度诠释校本教研中教师合作过程。研究所见，教师合作处于结构化组织系统及制度下，按照自上而下模式运作。教师建立起相对稳定的等级制角色定位。校本教研定位于示范性教学模式的再生产，教师的自主性和专业判断较为有限。
실천사군시각하，교사합작시특정사회성결구하교사진행의의협상적과정。본연구종사군형태、구통규범이급실천정위삼개유도전석교본교연중교사합작과정。연구소견，교사합작처우결구화조직계통급제도하，안조자상이하모식운작。교사건립기상대은정적등급제각색정위。교본교연정위우시범성교학모식적재생산，교사적자주성화전업판단교위유한。
Teacher collaboration can be regarded as the process of negotiation of meaning under specific social structure from the perspective of communities of practice. The study interprets the dynamic plocess from three dimensions ： communi- ties, norms of interaction and orientation toward practice. Our study observes that situated in a structured organizational sys- tem, teacher collaboration operates under a top-down approach. Teachers establish relatively stable hierarchical roles. School-based teaching researches are targeted at the reproduction of paradigmatic teaching practice. Teacher autonomy and professional judgment are limited during the process.