<차 례>

Ⅰ. 서론
1. 연구의 배경 및 목적 ································································3
2. 연구의 내용 ··············································································7
3. 연구 방법 ··················································································9

Ⅱ. 선행연구 분석
1. OECD 교육 2030 개관 ························································19
2. 교사의 역할과 역량 ································································37
3. 교사행위자성 및 교사행위자성 개념모형 ································53

Ⅲ. 역량교육 실행을 위한 조건 탐색
1. 분석의 개요 ············································································59
2. 분석결과 ·················································································67

Ⅳ. 역량교육 실행을 위한 교사의 역할과 역량
1. 역량교육 실행을 위한 교사의 역할 ········································73
2. 역량교육 실행을 위한 교사의 역량 ······································111

Ⅴ. 결론 및 논의
1. 역량교육 실행을 위한 교사의 역할 ······································137
2. 역량교육 실행을 위한 교사의 역량 ······································139
3. 역량교육 실행을 위한 조건 ··················································142
4. 논의 및 후속연구를 위한 제언 ·············································144

참고문헌··································································································147

Abstract··································································································155

부 록 ··································································································161