학술논문
교권 회복을 위한 교사 전문성 논의 방향 탐색
Teacher Professionalism and Teachers’ Authority
Teacher Professionalism and Teachers’ Authority
Document Type
Article
Author
Source
인격교육, 18(1), pp.191-210 Feb, 2024
Subject
Language
한국어
ISSN
1976-4723
Abstract
이 글은 최근 우리 사회가 목도하고 있는 교권 추락 현상의 중요한 내적 원인이 오늘날 지배적인 영향력을 발휘하고 있는 교사 전문성 담론에서 발견될 수 있다고 보고, 교사 전문성 담론을 새로운 방향으로 전환하기 위한 시도이다. 쇤의 실천적 인식론을 이론적 거점의 하나로 삼고 있는 교사 전문성 담론에서 교사는 단지 기능인이 아니라 교육 활동에 있어서 전문가적 판단을 발휘하는 성찰적 실천가로 그려지고 있다. 이 담론에서 교사의 교육 활동은 철저히 ‘내부자적 관점’에서 접근되어야 하는 것으로 주장되고 있지만, 내부자적 관점은 교사 전문성의 고유한 성격을 충분히 드러내지 못하며, 나아가 교직 사회에 직업적 교사로서의 자기이해라는 불행한 결과를 초래할 수 있다. 직업적 교사에게 대중은 그에 상응하는 수준의 존중을 나타낼 뿐이며, 직업적 교사 또한 대중에게 그 이상의 것을 요구할 위치에 있지 않다. 교사의 교육 활동을 내부자적 관점을 넘어 ‘당사자적 관점’에서 파악할 때 비로소 우리는 교사 전문성의 윤리적 차원 또는 이상을 올바로 드러낼 수 있다. 교권 회복은 단지 법과 제도적 보완에 의해서만 이루어질 수 없다. 교권 회복의 근본적인 길은 직업적 교사로서는 품을 수 없는 높은 이상을 추구하려는 교직 사회 전체의 부단한 노력 속에서 찾아져야 한다.
Recently, Korean society has witnessed the downfall of teachers’ authority. Thus, this paper seeks to identify one significant internal cause of this downfall in relation to the dominant discourse on teacher professionalism inspired by Schön’s epistemology of practice, and to shift the focus of the discourse in a new direction. In the dominant discourse, teachers are viewed not as technicians but as reflective practitioners who are able to make professional judgments in teaching. The discourse further argues that it is only with an inside view of the practice of teaching that teachers are recognized as reflective practitioners. However, while an inside view of the practice of teaching provides valuable insights, it fails to fully capture the unique dimensions of teacher professionalism, potentially leading to incomplete and inadequate self-understanding among teachers. Equipped with this form of self-understanding, teachers inadvertently undermine their authority. The act of teaching is instead to be seen as a teacher's personal involvement in the act of learning, and it is here that the ethical dimension of teacher professionalism is to be found. Teachers’ authority cannot be restored by merely implementing some political and institutional measures. It is argued that one effective way to restore teachers' authority is through collective efforts aimed at integrating teaching (knowing) with living.
Recently, Korean society has witnessed the downfall of teachers’ authority. Thus, this paper seeks to identify one significant internal cause of this downfall in relation to the dominant discourse on teacher professionalism inspired by Schön’s epistemology of practice, and to shift the focus of the discourse in a new direction. In the dominant discourse, teachers are viewed not as technicians but as reflective practitioners who are able to make professional judgments in teaching. The discourse further argues that it is only with an inside view of the practice of teaching that teachers are recognized as reflective practitioners. However, while an inside view of the practice of teaching provides valuable insights, it fails to fully capture the unique dimensions of teacher professionalism, potentially leading to incomplete and inadequate self-understanding among teachers. Equipped with this form of self-understanding, teachers inadvertently undermine their authority. The act of teaching is instead to be seen as a teacher's personal involvement in the act of learning, and it is here that the ethical dimension of teacher professionalism is to be found. Teachers’ authority cannot be restored by merely implementing some political and institutional measures. It is argued that one effective way to restore teachers' authority is through collective efforts aimed at integrating teaching (knowing) with living.