초록

이 연구는 교사 전문성의 개념을 ‘실천적 지혜’의 관점에서 재규정하는 데 목적이 있다. 교사가 갖추어야 할 전문성에 관해서는 두 가지의 지배적인 관점이 있다. 하나는 ‘이론적 지식’이고, 다른 하나는 ‘공학적 능력’이다. 그러나 이 두 가지 관점은 교사의 교육적 활동이 전개되는 적나라한 교육적 실제의 특성으로부터 나온 것이라고 보기 어렵다. 이 난점은 교육적 실제의 특성과 그 실제에서 활동하는 실천가가 갖추어야 할 능력으로서 교사전문성 논의가 위의 두 가지 관점과는 다른 이해기반으로부터 시작해야 함을 요청한다. 이런 뜻에서 Schön의‘성찰’(reflection)과 ‘성찰적 실천가’(reflective practitioner)는 얼핏 보기에 교사 전문성을 재개념화하는 새로운 이해기반이 될 것으로 보인다. 그러나 그의 관점은 교육적 실제에 적용할 때 한계를 가진다. 교육적 실제는 Schön의 관점을 적용하기에는 너무나 복잡하다. ‘교육적 실제’는 교육적 선, 교육적 전통, 지적ㆍ도덕적 수월성, 교육적 개선이라는 폭넓은 이해지평을 가지는 개념이기 때문이다. 이 연구는 교육적 실제의 개념을 충족하는 ‘교사의 전문성’의 의미 규정을 오히려 아리스토텔레스의 ‘실천적 지혜’(phronesis)에서 찾고자 한다. 아리스토텔레스의 ‘실천적 지혜’와 이를 소유한 ‘실천적 철학자’(phronimos)는 전문직으로서 가르치는 일이 무엇이며 그는 어떠한 자이어야 하는가를 의미 있게 보여 줄 수 있기 때문이다.

키워드

교사 전문성, 교육적 실제, 실천적 지혜, 철학자로서의 교사

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