CAJ | 학술논문

新课程改革要求教师成为学习领导者，这首先要求教师成为自身学习的领导者。但在现实的改革情境中，教师究竟如何成为学习领导者？本研究以北京两所小学为个案，通过对校长、教学主任、骨干教师、普通教师等43人次的访淡，呈现了课程改革中教师成为学习领导者的不同发展路向，展现多重情境因素如何影响教师开展学习领导实践。研究发现，自上而下的改革为教师转变为学习领导者注入内在动力、提供变革契机，但同时，国家主导教师学习目标阻碍着初萌学习领导意识的教师成长为真正成熟的学习领导者。在自上而下的改革理路中，教师能否将个人能动性汇聚形成互惠的共同目标成为教师突破结构限制、成长为真正的学习领导者的关键所在。
신과정개혁요구교사성위학습령도자，저수선요구교사성위자신학습적령도자。단재현실적개혁정경중，교사구경여하성위학습령도자？본연구이북경량소소학위개안，통과대교장、교학주임、골간교사、보통교사등43인차적방담，정현료과정개혁중교사성위학습령도자적불동발전로향，전현다중정경인소여하영향교사개전학습령도실천。연구발현，자상이하적개혁위교사전변위학습령도자주입내재동력、제공변혁계궤，단동시，국가주도교사학습목표조애착초맹학습령도의식적교사성장위진정성숙적학습령도자。재자상이하적개혁리로중，교사능부장개인능동성회취형성호혜적공동목표성위교사돌파결구한제、성장위진정적학습령도자적관건소재。
The curriculum reform since 2001 required teachers being leaders of learning. Teachers should be the leaders of their own learning at first. But in the complex reform, it is unclear that how teachers becoming such leaders. This research took two primary schools in Beijing as cases, interviewed 43 teachers, subject leaders, and principals, and demonstrated different approaches of teachers on their way to be leaders of learning. The findings showed that, to transform teachers into such leaders, the up-down reform not only provided opportunities, but also been the obstacle for such transformation. In this paradox, the breakthrough comes from teachers converging their agency to form a reciprocal common goal, so as to break the confined structure and to become real, mature leaders of their own learning.