중국 대학교 교사 직업 전문성 향상을 위한 성찰 학습과 직무열의 연구: 포용적 교육을 위한 접근

Since teachers play an important role in supporting students' learning and development, teachers' professional expertise directly affects the quality of education and students' performance. To this end, teachers must be familiar with various teaching methods and strategies, and have the ability to plan and execute classes in consideration of students' learning styles and abilities. The purpose of this study is to empirically analyze the effect of teachers' reflection learning level on vocational expertise from the perspective of inclusive education, and to examine the effect of teachers' job identity and job enthusiasm on the relationship between reflection learning and professional expertise. As a research method, data was collected from university teachers in China through a questionnaire method and used in this study. It is assumed that the higher the level of reflection learning of teachers, the better their professional expertise, and a hypothesis was established that teachers' job identity and job enthusiasm play a mediating role in this relationship. The hypothesis that the level of reflection learning positively influences teachers' professional expertise was supported. In addition, it was found that teachers' job identity and job enthusiasm significantly mediated the relationship between reflection learning and professional expertise. This study is significant in that it empirically proved that educational practice that promotes teacher reflection learning helps to improve teacher professionalism. In addition, it emphasizes the importance of education policies and teacher training programs that strengthen teacher's job identity and job enthusiasm, and suggests that a strategic approach considering these factors can be effective in improving teacher professionalism.