본 연구에서는 새로운 교사평가제도 도입 논의가 전개되고 있고, 교사평가 시범운영이 진행중인 상황에서, 외국 교사평가제도의 발전 동향을 분석하고자 한다. 미국, 영국, 일본 등 주요국에서 ① 교사평가제도가 어떻게 변화되어 왔으며, ② 교사평가제도가 현재 어떻게 운영되고 있으며, ③ 어떠한 방향으로 발전되어 가고 있는가를 파악하고, ④ 우리나라 교사평가제도 발전을 위한 시사점을 도출고자 한다. 연구결과, ① 피평가자의 교육적개인적 특성, 목표 고려 가능성, ② 평가자와 피평가자간 쌍방적 의사소통 가능성, ③ 동료교사, 학부모, 학생 의견 참조 가능성, ④ 학생 학업성취도와 교사평가 연결 여부, ⑤ 평가방법 다양성 여부, ⑥ 교육관리직에 대한 평가 여부, ⑦ 평가결과 활용 용도 등 측면에서 시사점을 도출하였다.
The purpose of this study is to answer four research questions: ① How have the teacher evaluation systems developed in the United States, England, and Japan? ② What are the current operational conditions of the teacher evaluation systems in the United States, England, and Japan? ③ Toward what directions are the teacher evaluation systems developing in the United States, England, and Japan? ④ What implications for the development of Korean teacher evaluation system can be drawn from the analysis of teacher evaluation systems in the United States, England, and Japan? The major developmental trends of teacher evaluation systems in those three countries were summarized in terms of seven points: ① the possibility of considering educational/individual characteristics of teachers and teacher's teaching objectives in teacher evaluation, ② the possibility of mutual communication between evaluators and teachers, ③ the possibility of direct/indirect involvement of peer teachers, parents, and students in teacher evaluation, ④ the possibility of considering students' achievement in teacher evaluation, ⑤ the diversity in teacher evaluation methods, ⑥ the evaluation of school administrators as well as teachers, ⑦ the use of teacher evaluation results. Based on the analysis of teacher evaluation systems in the United States, England, and Japan, following implications were drawn for the development of Korean teacher evaluation system. ① New teacher evaluation system should be a teacher-based evaluation system, which consider teacher's educational/individual characteristics and teacher's teaching objectives in evaluating teachers. ② New teacher evaluation system should encourages mutual communication between evaluators and teachers in evaluating teachers. ③ New teacher evaluation system can encourage direct/indirect involvement of peer teachers, pare and students in evaluating teachers for more objective/comprehensive teacher evaluation. ④ New teacher evaluation system can consider students' achievement in evaluating teachers. ⑤ New teacher evaluation system should use both relative assessment and absolute assessment. ⑥ New evaluation system should be established for school principals and vice-principal. ⑦ New evaluation system should encourage the use of teacher evaluation results for teachers' professional development.
요 약 I. 머리말 II. 미국에서의 교사평가제 발전 동향 1. 미국의 초·중등 교원 근무상황 개관 2. 미국에서의 교사평가제도의 변천과 현황 3. 미국에서의 교사평가제도의 발전 동향 III. 영국에서의 교사평가제도 발전 동향 1. 영국의 초·중등 교원 근무상황 개관 2. 영국에서의 교사평가제도의 변천과 현황 3. 영국에서의 교사평가제도의 발전 동향 IV. 일본에서의 교사평가제도 발전 동향 1. 일본의 초·중등 교원 근무상황 개관 2. 일본에서의 교사평가제도의 변천과 현황 3. 일본에서의 교사평가제도의 발전 동향 V. 우리나라 교사평가제도 발전을 위한 시사점 참 고 문 헌 ABSTRACT
