반성적 교사: 미술교사 전문성 개발을 위한 방안 모색

초록

The growing interests in visual images and visual culture art education manifest the increased social demand for art education. In addition, culture and arts education, design policies, and cultural contents have broadened and diversified the concept of who should teach art and what should be taught. Ironically, however, the place of art in schools has continuously encroached, making art teachers feel a sense of isolation and crisis. This study views art teachers as the cornerstone on which art education can justify its importances and pedagogical values. The purpose of this study is to investigate the concrete ways of the professional development of art teachers in association with the school reform and teacher supervision. Focusing on reflective thinking as the key element of self-development, the definitions, processes and outcomes of reflection are discussed. It is believed that the systematic approach to and training of reflective thinking help art teachers to discover their own beliefs, values, and knowledge that underlie their teaching practices. In oder to elaborate reflection not as an abstract concept but the actual thinking skill that leads to professional development, this study presents reflective journal writing, arts-based educational research, and mentoring as the means of nurturing reflection and change.

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