교원능력개발평가제도의 운영성과 분석:시범학교를 중심으로

There have been growing demands in Korea that the quality of teachers should be improved first to provide better education. A teacher evaluation system was created as a result and many monitoring studies on pilot schools have been showing fruitful outcomes of the system in several aspects, from the settlement of the system to formation of a social consensus and to collecting vivid opinions of the education field. Some, however, have insisted that the system should be proved by fair data, enough to document the system's validity and advantages. In this reason, this paper has introduced some key points of the teacher evaluation system at first to help understand the overall system, comparing our system with that of some countries one by one including America, England, and Japan, all of which have largely contributed to establishment of the system. Then it has analyzed the system's performance based on data from 2009 pilot schools. The analysis is based on the report titled "2009 annual report on the evaluation of teacher's quality," by the National Education Bureau of cities and provinces, abridging from assessment reports on the system from about 3,000 pilot schools: 1,527 schools for the first half of the year and 1,594 ones for the second half of the year. This paper is expected to play an important role not only as a preliminary study but also as a base of further studies on the teacher evaluation system, not to speak of animating lively discussions on ways for the system's successful settlement.