CAJ | 학술논문

经合组织于2013年对34个国家和经济体的10．7万名教师进行了“教与学国际调查”。调查显示：有88％的教师在过去一年中参加过专业发展活动，有超过四分之三的教师认为这些专业发展活动对教学有正面的影响，但专业发展活动满足需求的程度并不高。影响教师专业发展效能的因素有：参与专业发展的时间和方式，教师的需求，教学理念与方式，学校气氛，对教师工作的评价与反馈，校长的教学领导。以上研究发现对我国教师专业发展的启示有：保证教师学习时间，注重教师学习需求，完善激励机制，关注研究性学习，加强校长的教学领导。
경합조직우2013년대34개국가화경제체적10．7만명교사진행료“교여학국제조사”。조사현시：유88％적교사재과거일년중삼가과전업발전활동，유초과사분지삼적교사인위저사전업발전활동대교학유정면적영향，단전업발전활동만족수구적정도병불고。영향교사전업발전효능적인소유：삼여전업발전적시간화방식，교사적수구，교학이념여방식，학교기분，대교사공작적평개여반궤，교장적교학령도。이상연구발현대아국교사전업발전적계시유：보증교사학습시간，주중교사학습수구，완선격려궤제，관주연구성학습，가강교장적교학령도。
The second cycle of TALIS was conducted by OECD in 2013 and surveyed more than one hundred thousands teachers of lower secondary education in 34 countries and economies. 88% teachers report that they had participated in at least one professional development activity during the 12 months prior to the survey. More than three quarters teachers think that the professional development activities had positive impact on teaching, but professional development activities did not meet teachers＇ needs well. TALIS finds that some key factors influence the effectiveness of professional development, such as： the time and type of participating professional development, teaching beliefs and activities, school climate, teacher appraisal and feedback, instructional leadership. There are some implications should be emphasized based on these results： to ensure scheduled time on teachers＇ learning, pay attention to the learning needs of teachers, improve the incentive mechanism, focus more on problem-based learning, strengthen instructional leadership principals.