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연구보고서
연구보고서
교원 및 교직환경 국제비교 연구: TALIS 2024 결과 분석(RR2025-26)
- 출판유형 : 연구보고서
- 보고서번호 : RR2025-26 (RR)
- 연구책임자 :
- 연구진 :
- 페이지 : 380
- ISBN : 979-11-5666-647-9
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연구 요약
<차 례>
Ⅰ 서 론 1
1. 연구의 필요성 및 목적 ··························································································· 3
2. 연구 내용 ·············································································································· 7
3. 연구 방법 ··········································································································· 12
Ⅱ TALIS 2024 개관 17
1. TALIS 개요 ········································································································ 19
2. TALIS 조사 내용과 개념 틀 ················································································· 23
3. TALIS 2024 조사지 개발 및 본조사 과정 ···························································· 27
4. 모집단 구성 및 표집: 한국 ··················································································· 32
5. TALIS 데이터 구조와 활용 ·················································································· 39
Ⅲ 국제 비교 관점에서 본 한국의 교원과 교직 환경 47
1. 디지털 전환과 기술의 활용 ·················································································· 51
2. 시대적 변화에 대응한 수업 방법과 전략 ······························································· 62
3. 다차원적 전문성을 요구받는 교직 사회 ································································ 70
4. 교사의 심리적 특징: 교사는 버티고 있는가? ························································ 78
5. 교직을 지속하게 하는 요인 ·················································································· 89
6. 교사의 전문성 학습 ··························································································· 102
7. 학교 공동체 모습과 교사 주도성 ········································································ 121
Ⅳ 한국 교원 및 교직 환경 변화 분석 135
1. 교사의 정서: 직무만족과 스트레스의 변화 ························································· 138
2. 교직 이탈 의도: 어떤 교사가 교직을 그만두려고 하는가? ··································· 153
3. 수업 방법: 역량 중심 교육 패러다임과 수업의 변화 ············································ 160
4. 교사 전문성 개발 1: 신규 교사 입직 활동 변화 ··················································· 169
5. 교사 전문성 개발 2: 연수 참여 및 전문성 개발 필요도 변화 ································ 177
6. 다양성 대응: 문화적 다양성 확대와 교사 대응 ···················································· 189
7. 교사 공동체 모습: 교사 협력 활동 변화 ······························································ 207
8. 교사의 시간: 시간 활용 변화를 통해 살펴본 교직 환경 ······································· 215
9. 학교 규모: 소규모 학교의 매력과 한계 ······························································· 227
10. 교장의 역할 변화와 전문성 개발 ······································································ 237
Ⅴ 교원정책 개선 방향과 과제 247
1. 종합: 주요 현상과 의미 탐색 ············································································· 249
2. 교원정책 개선 방향과 과제 ················································································ 273
3. 나가며: 수업 변화를 가로막는 구조적 요인 제거하기 ·········································· 298
참고문헌 ······················································································ 301
Abstract ····················································································· 309
부록 ····························································································· 313
Ⅰ 서 론 1
1. 연구의 필요성 및 목적 ··························································································· 3
2. 연구 내용 ·············································································································· 7
3. 연구 방법 ··········································································································· 12
Ⅱ TALIS 2024 개관 17
1. TALIS 개요 ········································································································ 19
2. TALIS 조사 내용과 개념 틀 ················································································· 23
3. TALIS 2024 조사지 개발 및 본조사 과정 ···························································· 27
4. 모집단 구성 및 표집: 한국 ··················································································· 32
5. TALIS 데이터 구조와 활용 ·················································································· 39
Ⅲ 국제 비교 관점에서 본 한국의 교원과 교직 환경 47
1. 디지털 전환과 기술의 활용 ·················································································· 51
2. 시대적 변화에 대응한 수업 방법과 전략 ······························································· 62
3. 다차원적 전문성을 요구받는 교직 사회 ································································ 70
4. 교사의 심리적 특징: 교사는 버티고 있는가? ························································ 78
5. 교직을 지속하게 하는 요인 ·················································································· 89
6. 교사의 전문성 학습 ··························································································· 102
7. 학교 공동체 모습과 교사 주도성 ········································································ 121
Ⅳ 한국 교원 및 교직 환경 변화 분석 135
1. 교사의 정서: 직무만족과 스트레스의 변화 ························································· 138
2. 교직 이탈 의도: 어떤 교사가 교직을 그만두려고 하는가? ··································· 153
3. 수업 방법: 역량 중심 교육 패러다임과 수업의 변화 ············································ 160
4. 교사 전문성 개발 1: 신규 교사 입직 활동 변화 ··················································· 169
5. 교사 전문성 개발 2: 연수 참여 및 전문성 개발 필요도 변화 ································ 177
6. 다양성 대응: 문화적 다양성 확대와 교사 대응 ···················································· 189
7. 교사 공동체 모습: 교사 협력 활동 변화 ······························································ 207
8. 교사의 시간: 시간 활용 변화를 통해 살펴본 교직 환경 ······································· 215
9. 학교 규모: 소규모 학교의 매력과 한계 ······························································· 227
10. 교장의 역할 변화와 전문성 개발 ······································································ 237
Ⅴ 교원정책 개선 방향과 과제 247
1. 종합: 주요 현상과 의미 탐색 ············································································· 249
2. 교원정책 개선 방향과 과제 ················································································ 273
3. 나가며: 수업 변화를 가로막는 구조적 요인 제거하기 ·········································· 298
참고문헌 ······················································································ 301
Abstract ····················································································· 309
부록 ····························································································· 313
