단위학교 교사학습공동체 활성화가 교사의 학습자 중심 수업 운영에 미치는 영향

초록

This study aimed to analyze the impact of the activation of school-based teacher learning communities on teachers' learner-centered instructional practice. For the purpose of this study, we conducted a hierarchical linear model analysis using survey data from 4,228 high school teachers in the second year of the first cycle of the 2022 Gyeonggi School Education Survey, and teacher personal characteristics and school characteristics were used as control variables. The results of the analysis are as follows: First, the personal characteristics of the teacher, such as gender, highest level of education, homeroom teacher status, number of hours of training in teaching-learning and assessment, and teacher efficacy had an impact on learner-centered instructional practice. On the other hand, the school-level variables, such as innovative school status and transformational leadership of the principal, had no significant effect. Second, after controlling for individual-level and school-level variables, the effect of the activation of the school-based teacher learning communities on learner-centered instruction practice was analyzed. As a result, we found that the activation of the school-based teacher learning communities positively affected learner-centered instruction. Based on the above analysis results, this study suggested the need for quality human and material resources, such as reducing the proportion and time of administrative work and ensuring teacher learning time and space for autonomous curriculum learning to facilitate the school-based school teacher learning communities.

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