CAJ | 학술논문

教师专业学习为教师（包括准教师）通过与学习环境中的社会、共同体、其他个体及自我关于如何教会学生学习、如何育人、如何服务的互动中,形成教师专业身份,获取专业经验的过程。本文在借鉴社会心理学的自我互动论、人类发展生态学的人与环境互动论、社会建构理论的文化互动论、情境认知理论的参与互动论的基础上,构建了基于互动的教师专业学习机制,在教师专业学习的过程中,教师个体与其所处环境的互动过程和教师个体专业学习内在获得过程以整合的形式发生在学习环境中。
교사전업학습위교사（포괄준교사）통과여학습배경중적사회、공동체、기타개체급자아관우여하교회학생학습、여하육인、여하복무적호동중,형성교사전업신빈,획취전업경험적과정。본문재차감사회심이학적자아호동론、인류발전생태학적인여배경호동론、사회건구이론적문화호동론、정경인지이론적삼여호동론적기출상,구건료기우호동적교사전업학습궤제,재교사전업학습적과정중,교사개체여기소처배경적호동과정화교사개체전업학습내재획득과정이정합적형식발생재학습배경중。
Based on the understanding of the concept of learning in a multi-disciplinary, this paper defines the connotation of teacher professional learning like this： it is a process that teachers （including pre-service teachers） construct their teachers＇ professional identity and obtain their professional experience through the interaction with the learning environment of the other individual, community and self-learning on how to teach students to learn, how to educate students and how to serve. No interaction will be no teacher＇ s professional learning. This paper constructs a teacher＇ s professional learning mechanism of integrating the interaction between individual teacher and the environment and inheriting a process of an individual teacher＇s professional learning based on the integration of self-interaction of social psychology, the interaction between man and environment of the ecology of human development, the cultural interaction of social construction theory and the participative interaction of situated cognitive theory.