發達理論이 敎師敎育에 示唆하는 意味

• 영문명: Theories of Development and Its Implications for the Education of Teachers
• 발행기관: 공주대학교 교육연구소
• 저자명: Jeong Jong Jin(丁鍾鎭)
• 간행물 정보: 『교육연구』제2집, 21~41쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1985.12.30

영문 초록

The cognitive-developmental theories that are examined in this paper are Piaget’s theory of cognitive development, Kohlberg’s theory of moral reasoning development, Perry’s theory of intellectual and ethical development, and Loevinger’s theory of ego development. Included with the discussion of each of the theories will be their implications for the education of teachers. In addition to the developmental stage theories mentioned, Erickson’s theory of ego identity development (a psychosocial “life-stage” theory) Chickering’s “vector-development” theory of the development of identity White’s theory of the development of competence, and Levinson’s theory of “developmental age’s” also are discussed briefly. Thus, in an integrated approach to human development and behavior, the cognitive developmental stage theories provide a structural frame-work for viewing cognitive processes, while this second set of theories provide a means for viewing interactions between the developing individual and various socio-cultural forces. The implications of these theories were examine~ primarily in reference to the continuing education of teachers, but were often relevant to preservice teacher education as well. It is hoped that this paper will serve as a developmental stimulus in the teacher’s Education of Korea on human development for teachers. Integrating the implications of these theories, the conclusions obtained through this study were as follows; After reviewing each of the theories and their respective implications for the education of teachers, two major themes stand out. The first is that if development is indeed viewed as a primary aim of educations, then the education of teachers-throughout their careers-will need to focus on their own growth as well as any proposed growth for their students. The second theme is that there would appear potential for enormous pay-off in the training of teachers as researchers in their schools and classrooms-teachers.

목차

I. 緖論

II. 發達理論과 敎師敎育

III. 結論

參考文獻

ABSTRACT