Mendeley出力
＜紀要論文＞
韓国における「新しい教員評価制度」の成立
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| 概要 | In South Korea, a series of teacher evaluation policies have been introduced since the 1990s under the influence of neoliberalism. The purpose of this study is to investigate what contradictions and p...roblems occurred in South Korea until a new teacher evaluation system was implemented nationwide. Specifically, I examined how the stakeholders took the institutionalization process and how the government responded to them. The new teacher evaluation system is based on the premise that the professionalism of teachers will be developed not by financial incentives and desire for promotion but by frank opinions from coworkers, children and parents who are involved regularly it was established. This can be highly appreciated in the sense of trying to establish a democratic evaluation system in a relationship of trust with fellow teachers, children, parents and the community. On the other hand, in recent years, serious social problems have arisen over the system, and it has emerged in connection with the problems of independence of education administration and results-based system operation. First of all, securing the autonomy in the regional education administration and school system operation is at stake. The second problem is that results-based operation of the system has begun. The management of such contradictory systems could undermine the objectives and means of the system. Considering these things, we could see there are a few issues in relation to the institutional design stage. First of all, it is the point that the professional development of teachers has been discussed as one of the measures to reduce the cost of private education. The evaluation system, which should aim for the self-directed growth of teachers, leaves room to be used for the strategy of simply securing excellent teachers, in line with external factors such as the change of government and social needs. Secondly, the issues of “expertise” and “representability” of related organizations remain. The network of education institute, academic societies, and teacher organizations in South Korea is closely related to the issue of “neutrality” on the policy-making and promoting side. The characteristics of the above-mentioned teacher evaluation system reform in South Korea and the problems that have been seen from it can give some suggestions for the teacher evaluation system reform in Japan in the future.続きを見る |
| 目次 | １．問題の所在と本稿の課題―成果主義のオルタナティブとしての民主的教員評価 ２．新しい教員評価制度の概要とその理論的背景 ３．制度の成立過程にみる性格変容― 人事考課型評価から能力開発型評価へ ４．制度をめぐって浮かび上がる予期せぬ問題―トップダウン評価への逆行 ５．韓国における教員評価制度改革の特徴－制度形成過程にみる意義と限界 |
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| 登録日 | 2020.05.25 |
| 更新日 | 2021.03.12 |