다음은 설문분석과 기술적 자료 분석으로 나타난 결과를 요약한 것이다:
1) 교사들은 동료와의 상호작용이 필요한 협동유형보다는 혼자서 시도할 수 있는 개별유형의 교사전문성 개발활동을 선호하였다.
2) 교사 정기토론회나 웹상의 상찰일지 및 아이디어 공유를 통한 ...

다음은 설문분석과 기술적 자료 분석으로 나타난 결과를 요약한 것이다:
1) 교사들은 동료와의 상호작용이 필요한 협동유형보다는 혼자서 시도할 수 있는 개별유형의 교사전문성 개발활동을 선호하였다.
2) 교사 정기토론회나 웹상의 상찰일지 및 아이디어 공유를 통한 교사공동체 모임으로 인한 변화는 교사 태도와 교수방법론에 대한 이해도에서는 크게 나타난 반면 교수실제의 변화는 적었다.
3) 교사들이 선택한 전문성 개발활동의 성취는 직접 행동을 해야 하는 개별-행동 유형보다는 제한된 상황에서 혼자서 할 수 있는 개별-관찰 유형에서만 잘 이루어졌다.
4) 교사 전문성 개발활동에 영향을 주는 요인으로는 교사 개인적 자질, 학교상황적 제한점, 학교 밖의 외적 요인, 교사교육 체제, 교사 피이드백으로 나타났다.
5) 교사들은 교사전문성 개발 활동에 대한 영향요인의 하위범주 가운데 시험의 역류효과, 수업이외의 학생 및 업무관리, 동료협조가 용이하지 않는 학교문화를 가장 큰 변수로 제시했다.
6) 중등교사들은 시험, 교재, 학급규모, 학교유형, 수업외 관리, 시간운영 등의 학교상황적 제한점을 전문성 개발의 장애요인으로 본 반면 초등교사들은 성찰이나 자기인식의 문제, 자가평가 등의 교사 개인 지향적 요인을 지속적 시도의 걸림돌로 보아 훈련보다는 개발의 중요성을 잘 인식하고 있었다.
7) 학교현장의 문화는 교사들이 전문성 개발을 위해 서로 간에 정보나 자료를 공유하고 동료의 협조를 요청 혹은 제공할 수 있는 전문적 대화나 상호작용을 조장하지 못하고 있다.

This paper is concerned with the feasibility of implementing professional teacher development in Korea-specific school settings. Thus the purpose of this study is to compare the effect of individual professional development activities by tracing teac ...

This paper is concerned with the feasibility of implementing professional teacher development in Korea-specific school settings. Thus the purpose of this study is to compare the effect of individual professional development activities by tracing teachers' attitudinal and instructional changes and thereby propose directions in future teacher education. As the first step of the study, professional development activities were identified to be easily adopted by teachers in and out of school. The teachers chose and implemented the most accessible activities to them. They had a monthly meeting to share their developmental activities and to exchange feedback. Data was collected from surveys on methodology, attitudes, and actual instruction before and after the study. For additional data, the teachers' reflective journals and interviews were analyzed. The results of the study were as follows: 1) teachers preferred individual activities to collaborative ones to promote professional development; 2) an influence of professional development activities was noticed in the changes regarding methodology perception and attitudes, but not in actual teaching; and 3) secondary school teachers regarded the washback effect of tests, administrative management, and school culture unfavorable to professional peer collaboration as major factors impeding professional development, while primary school teachers found the lack of reflection, self-awareness, and self-evaluation to be most detrimental, and thereby were more adaptive toward teacher development.

This paper is concerned with the feasibility of implementing professional teacher development in Korea-specific school settings. Thus the purpose of this study is to compare the effect of individual professional development activities by tracing teac ...

This paper is concerned with the feasibility of implementing professional teacher development in Korea-specific school settings. Thus the purpose of this study is to compare the effect of individual professional development activities by tracing teachers' attitudinal and instructional changes and thereby propose directions in future teacher education. As the first step of the study, professional development activities were identified to be easily adopted by teachers in and out of school. The teachers chose and implemented the most accessible activities to them. They had a monthly meeting to share their developmental activities and to exchange feedback. Data was collected from surveys on methodology, attitudes, and actual instruction before and after the study. For additional data, the teachers' reflective journals and interviews were analyzed.

The results of the study were as follows: 1) teachers preferred individual activities to collaborative ones to promote professional development; 2) an influence of professional development activities was noticed in the changes regarding methodology pe ...

The results of the study were as follows: 1) teachers preferred individual activities to collaborative ones to promote professional development; 2) an influence of professional development activities was noticed in the changes regarding methodology perception and attitudes, but not in actual teaching; and 3) secondary school teachers regarded the washback effect of tests, administrative management, and school culture unfavorable to professional peer collaboration as major factors impeding professional development, while primary school teachers found the lack of reflection, self-awareness, and self-evaluation to be most detrimental, and thereby were more adaptive toward teacher development.