CAJ | 학술논문

本文以第16届ISATT会议为写作缘由，结合会议内容，对西方人文主义取向的教师教育的演变、发展和挑战进行讨论。人文主义取向的教师教育核心在于强调教师在教学和自我发展中的主体性，关注教师的自我、身份和教师所处的各层次脉络，并主要以质性研究为主要研究方法。人文主义教师教育取向对我国教师教育的启示在于：教师教育是以教师为主体的人的活动，目的在于通过成就教师的卓越来更好地促进学生学习的发生。
본문이제16계ISATT회의위사작연유，결합회의내용，대서방인문주의취향적교사교육적연변、발전화도전진행토론。인문주의취향적교사교육핵심재우강조교사재교학화자아발전중적주체성，관주교사적자아、신빈화교사소처적각층차맥락，병주요이질성연구위주요연구방법。인문주의교사교육취향대아국교사교육적계시재우：교사교육시이교사위주체적인적활동，목적재우통과성취교사적탁월래경호지촉진학생학습적발생。
This paper is based on the discussion of the 16th ISATT conference, and explores the history, development and challenges of the humanistic approach of teacher education in the West. The key of the humanistic approach of teacher education is teachers＇ subjectivity in teaching and self-development. This approach emphasizes teachers＇ self, identity and the contexts of their life. Qualitative research is the main methodology of this approach. This approach reminds Chinese teacher education to put teachers as human beings in the center of teacher education. Teacher education should aim to realize teach- ers＇ excellence and then make students＇ learning happen.