CAJ | 학술논문

本研究关注大学教师的道德属性，以索科特“有德之师类型”和麦金泰尔“德性目录”为分析框架，通过质性研究方法对14位加拿大获奖大学教师进行深度访谈，以回答“大学教师是谁”和“大学教师德性是什么”这两个问题。研究发现：第一，大学教师的道德认知类型与索科特的理论高度吻合，可以被分为学者型、育人者型、实践推行者型以及道德催化者型；第二，大学教师的德性与大学教师的道德认知密切相关，即每种认知类型对应不同的教师德性目录；第三，揭示出教师道德认知是教师德性养成的重要影响因素之一。
본연구관주대학교사적도덕속성，이색과특“유덕지사류형”화맥금태이“덕성목록”위분석광가，통과질성연구방법대14위가나대획장대학교사진행심도방담，이회답“대학교사시수”화“대학교사덕성시십요”저량개문제。연구발현：제일，대학교사적도덕인지류형여색과특적이론고도문합，가이피분위학자형、육인자형、실천추행자형이급도덕최화자형；제이，대학교사적덕성여대학교사적도덕인지밀절상관，즉매충인지류형대응불동적교사덕성목록；제삼，게시출교사도덕인지시교사덕성양성적중요영향인소지일。
This article focuses on university teachers’moral virtues and attempts to answer two core questions:“who are university teachers?”and “what are university teachers’moral virtues?”It com-bines Hugh Sockett’s “good teacher role model type”and Alasdair Maclntyre’s “moral virtue list”as the conceptual framework.A qualitative inquiry was applied to 14 Canadian award-laureate professors. This study features three findings.First,the empirical qualitative result supports Sockett’s theory. That is,the Canadian professors could be classified into four types:scholar-professional,nurturer-pro-fessional,clinician-professional,and moral agent-professional.Second,the teacher moral virtues have to do with their role model affection,i.e.,different role model types correspond with different moral virtues.Third,teacher role model affection is an important factor that impacts the cultivation of teacher moral virtues.