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연구보고서
미래교육환경 변화에 따른 교사자격제도 개선 방안 연구(RR2020-05)
- 출판유형 : 연구보고서
- 보고서번호 : RR2020-05 (RR)
- 연구책임자 :
- 연구진 :
- 페이지 : 302
- ISBN :
공공누리 유형안내
본 저작물은 "공공누리"
제4유형:출처표시+상업적 이용금지+변경금지 조건에 따라 이용 할 수 있습니다.
연구 요약
<차 례>
Ⅰ. 서론
1. 연구의 필요성 및 목적 ·····························································3
2. 연구 내용 ··················································································6
3. 연구 방법 및 절차 ····································································7
4. 용어 정의 ················································································11
Ⅱ. 교사자격제도 개관
1. 자격제도 개요 ·········································································15
2. 우리나라 교사자격제도 ···························································27
3. 미래교육환경 변화와 교사자격제도 ········································44
4. 교사자격제도의 문제점 ···························································65
Ⅲ. 주요국 교사자격제도 사례 및 시사점
1. 주요국 사례 선정 기준 ···························································81
2. 미국 ························································································82
3. 싱가포르 ·················································································86
4. 일본 ························································································91
5. 프랑스 ·····················································································93
6. 호주 ························································································96
7. 주요 시사점 ··········································································101
Ⅳ. 현 교사자격제도에 대한 현장 의견 분석
1. FGI 조사 개요 ·····································································105
2. FGI 조사 결과 ·····································································107
3. 소결 ······················································································148
Ⅴ. 교사자격제도에 대한 전문가 의견 분석
1. 델파이 조사 개요 ·································································155
2. 교사자격제도 개념, 구성요소 및 지향점 ······························158
3. 교사자격제도의 문제점 및 개선 방안 ··································162
Ⅵ. 교사자격제도 개선 방안
1. 교사자격제도 지향점 ····························································185
2. 교사자격제도 개선 방안 ·······················································190
Ⅶ. 요약 및 결론
1. 요약 ······················································································219
2. 결론 ······················································································233
참고문헌··································································································237
Abstract··································································································245
부 록
1. FGI 질문지 ···········································································263
2. 델파이 조사지 ·······································································26
Ⅰ. 서론
1. 연구의 필요성 및 목적 ·····························································3
2. 연구 내용 ··················································································6
3. 연구 방법 및 절차 ····································································7
4. 용어 정의 ················································································11
Ⅱ. 교사자격제도 개관
1. 자격제도 개요 ·········································································15
2. 우리나라 교사자격제도 ···························································27
3. 미래교육환경 변화와 교사자격제도 ········································44
4. 교사자격제도의 문제점 ···························································65
Ⅲ. 주요국 교사자격제도 사례 및 시사점
1. 주요국 사례 선정 기준 ···························································81
2. 미국 ························································································82
3. 싱가포르 ·················································································86
4. 일본 ························································································91
5. 프랑스 ·····················································································93
6. 호주 ························································································96
7. 주요 시사점 ··········································································101
Ⅳ. 현 교사자격제도에 대한 현장 의견 분석
1. FGI 조사 개요 ·····································································105
2. FGI 조사 결과 ·····································································107
3. 소결 ······················································································148
Ⅴ. 교사자격제도에 대한 전문가 의견 분석
1. 델파이 조사 개요 ·································································155
2. 교사자격제도 개념, 구성요소 및 지향점 ······························158
3. 교사자격제도의 문제점 및 개선 방안 ··································162
Ⅵ. 교사자격제도 개선 방안
1. 교사자격제도 지향점 ····························································185
2. 교사자격제도 개선 방안 ·······················································190
Ⅶ. 요약 및 결론
1. 요약 ······················································································219
2. 결론 ······················································································233
참고문헌··································································································237
Abstract··································································································245
부 록
1. FGI 질문지 ···········································································263
2. 델파이 조사지 ·······································································26
