예비-현직교사 학습공동체 운영의 선결과제와 실행 방안에 관한 질적 연구

초록

This study aimed to analyze the prerequisites and implementation plans forpre-service and in-service teacher learning communities (PITLCs) using qualitativeresearch methods. To this end, 20 participants—including pre-service teachers,in-service teachers, educational professionals, and professors with direct or indirectexperience in such communities—were selected through purposive and snowballsampling. We collected research data via in-depth interviews. The collectedqualitative data were analyzed using Spradley's (2016) data analysis method,adopting a phenomenological research approach to explore and describe the essenceof phenomena commonly observed among the participants. The analysis revealedthat participants consistently emphasized the necessity of PITLCs, placing their corevalue in mutual growth. Key prerequisites for operating PITLCs were identified as:① Promotion through shared purpose and dissemination of best practices; ②Strengthening partnerships among relevant institutions; ③ Enhancing pre-serviceteacher participation through formal recognition of activities; and ④ Increasingin-service teacher participation based on incentives and self-efficacy. The key areasidentified for implementing PITLCs include: ① Active linkage with the teachingpracticum semester system; ② Partial utilization of the master teacher system; and③ Diversification of operational formats through administrative flexibility. Based onthe above analysis, this study suggested implications for operating PITLCs.

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