어떠한 유형의 전문성 개발 활동에의 교사 참여가 교수실제에 보다 긍정적인 영향을 가져오는가?

초록

This study aims to categorize various types of professional development activities in which teachers participate and empirically examine the extent to which participation in each type predicts positive changes in teaching practices. Based on adult learning theory and organizational learning perspectives, professional development activities were classified into two categories: individual learning activities focused on the teacher’s personal learning environment (formal/non-formal, and informal learning) and collaborative activities among teacher groups (professional collaboration and exchange/coordination activities). Using responses from 2,486 Korean lower secondary teachers who participated in the OECD's TALIS 2018, a multilevel logistic regression analysis was conducted. The results indicate that higher levels of participation in informal learning and exchange/coordination activities are significantly associated with positive changes in teaching practices. In contrast, participation in formal/non-formal learning and professional collaboration activities did not show statistically significant effects. These findings suggest that teacher learning activities characterized by autonomy and contextual relevance to the school environment play a critical role in driving meaningful changes in teaching practice. Consequently, this study highlights the importance of institutionalizing informal learning and fostering autonomy-based collaborative activities, rather than merely expanding surface-level participation in professional development.

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