임상장학 : 그 다양한 모형과 학습사회 형성

서지정보

· 발행기관 : 경인교육대학교 교육연구원
· 수록지 정보 : 교육논총 / 17호
· 저자명 : 윤기옥

목차

Ⅰ. 들어가는 말
Ⅱ. 임상장학의 기원과 발달
Ⅲ. 임상장학의 다양한 모형들
Ⅳ. 임상장학 : 학습사회 및 장학의 당면과제와 관련하여
Ⅴ. 나오는 말
참고문헌
Abstract

초록

1950년대에 미국에서 시작된 임상장학은 현대장학의 꽃이라고 불리는 가운데 현직교육
과 직전교육에 널리 이용되고 있으며, 시간이 흐름에 따라 다양한 모형이 형성되고 있다.
학교가 변하고, 교육이 변하려면 하나 하나의 교실이 변하고, 한명 한명의 교사가 변하
여야 한다(Fullan et al., 1989). 교육개혁의 기초는 교실개혁이고 교실개혁의 기초는 교사이
기 때문이다. 임상장학은 전개된 교육과정을 기초로 하며, 교육과정 계획 및 운영에서의 교
사의 중요성을 강조하고, 장학담당자와 교사간의 동료관계(colleagueship relationship)를 중
시하는 가운데 발전적 변화지향적인 건강한 학교풍토의 형성에 기여하며, 이것은 교실개혁,
학교개혁, 교육개혁의 기초가 된다.

영어초록

Clinical supervision which first appeared in MAT program of Harvard university in
the middle of 1950s has become the heart of modern supervision. It has been widely
used for preservice and inservice teacher education, and as the society and curriculum
changes various models have been developed and used.
Original clinical models which emerged between 1960s and early 1970s emphasize
collegiality and mutual discovery of meaning. Humanistic and artistic models which
emerged between 1970s and early 1980s emphasize positive and productive interpersonal
relations with holistic understanding of classroom events. Technical and didactic models
which emerged between early to mid 1980s emphasize effective teaching strategies,
techniques, and organizational expectations. Developmental and reflective models which
emerged between mid 1980s and early 1990s emphasize teacher cognitive development,
introspection and discovery of context-specific principles of practice.
The most successful organizations are the "learning organizations" that are capable
of adapting quickly in a diverse and rapidly changing environment. Although the
maximally adaptive organization is still an ideal, many schools are moving toward less
bureaucratic, decentralized structures and are using problem-focused teams to improve
the performance, which is similar to peer supervision.
One issue supervision faces involves creating the conditions under which the existing
rich craft knowledge of teaching can be shared and made part of an ongoing
professional discussion. As for this the original models seem to be especially
well-suited.
Second issue facing supervision with respect to building learning communities
involves creating conditions by which new knowledge about teaching can be introduced
and incorporated into classrooms and schools. Many of clinical models seem to be
well-suited for it.
A third issue facing supervision is the need to invent and act upon new knowledge
about teaching and learning, and models by Glickman, Costa and Garmston, as well as
reflective models seem to be well-suited for it.
Clinical supervision is an umbrella term which involves various models, and it can
help teachers become continuous learners and schools become learning societies. It is
not a specific type of supervision which is needed by beginning teachers and
experienced teachers with problems.

참고자료

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