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신남방 정책 추진을 위한 캄보디아와의 교육개발협력 방안: 초등교원 역량 강화를 중심으로 (OR2019-02)
연구 요약
<차 례>
Ⅰ. 연구의 개요 ········································································································1
1. 연구의 필요성 및 목적 ···························································································3
2. 연구 내용 ·················································································································9
3. 연구 방법 ··············································································································10
Ⅱ. 캄보디아의 국가발전전략과 교원교육 현황 ······················································13
1. 캄보디아의 국가발전을 위한 인적자원 개발 전략 ···············································15
2. 캄보디아 교원교육정책 ··························································································17
3. 캄보디아 현직 교원 역량 강화 ·············································································22
4. 소결 및 시사점 ······································································································29
Ⅲ. SDG 4와 캄보디아 초등교원 역량 강화 ·························································31
1. SDG 4와 지표 ······································································································33
2. SDG 4 이행과 교원 역량 강화 ···········································································38
3. 소결 및 시사점 ······································································································40
Ⅳ. 국제사회의 캄보디아 교원교육 지원 현황 ·······················································41
1. 교원 양성(PRESET: Pre-Service Teacher Training) ·····································43
2. 현직교원 재교육(INSET: In-Service Teacher Training) ································47
3. 소결 및 시사점 ······································································································50
Ⅴ. 우리나라 초등교원 연수체계의 특징 ································································53
1. 교원 연수의 중요성 ·······························································································55
2. 우리나라 교원연수 제도 개관 ···············································································56
3. 우리나라 교원연수제도 변천 과정 ········································································62
4. 소결 및 시사점 ······································································································72
Ⅵ. 캄보디아 초등교원 역량 강화 사업 개발 ·························································75
1. 연구 요약 ··············································································································77
2. 캄보디아 현직 초등교원 역량 강화를 위한 사업 제안 ·······································81
3. 캄보디아 현직 초등교원 역량 강화를 위한 사업 추진 전략 ······························88
참고문헌 ··················································································································93
Abstract ·················································································································99
부록(MoEYS CPD Framework) ········································································107
Ⅰ. 연구의 개요 ········································································································1
1. 연구의 필요성 및 목적 ···························································································3
2. 연구 내용 ·················································································································9
3. 연구 방법 ··············································································································10
Ⅱ. 캄보디아의 국가발전전략과 교원교육 현황 ······················································13
1. 캄보디아의 국가발전을 위한 인적자원 개발 전략 ···············································15
2. 캄보디아 교원교육정책 ··························································································17
3. 캄보디아 현직 교원 역량 강화 ·············································································22
4. 소결 및 시사점 ······································································································29
Ⅲ. SDG 4와 캄보디아 초등교원 역량 강화 ·························································31
1. SDG 4와 지표 ······································································································33
2. SDG 4 이행과 교원 역량 강화 ···········································································38
3. 소결 및 시사점 ······································································································40
Ⅳ. 국제사회의 캄보디아 교원교육 지원 현황 ·······················································41
1. 교원 양성(PRESET: Pre-Service Teacher Training) ·····································43
2. 현직교원 재교육(INSET: In-Service Teacher Training) ································47
3. 소결 및 시사점 ······································································································50
Ⅴ. 우리나라 초등교원 연수체계의 특징 ································································53
1. 교원 연수의 중요성 ·······························································································55
2. 우리나라 교원연수 제도 개관 ···············································································56
3. 우리나라 교원연수제도 변천 과정 ········································································62
4. 소결 및 시사점 ······································································································72
Ⅵ. 캄보디아 초등교원 역량 강화 사업 개발 ·························································75
1. 연구 요약 ··············································································································77
2. 캄보디아 현직 초등교원 역량 강화를 위한 사업 제안 ·······································81
3. 캄보디아 현직 초등교원 역량 강화를 위한 사업 추진 전략 ······························88
참고문헌 ··················································································································93
Abstract ·················································································································99
부록(MoEYS CPD Framework) ········································································107