교사의 내러티브 역량 개발과 그 함의점 탐구

초록

This study examines narrative competency, which has recently attracted considerable attention as an important element in enhancing teacher professionalism, and explores effective methods for its development. It also aims to analyze the implications of this competency development on the educational field. The research methodology primarily utilized literature analysis and qualitative case studies to propose specific strategies that can be practically applied in teacher education. The results of this study are as follows: First, the cultivation of narrative competency positively influenced school curriculum development and contributed to enhancing teachers’ capacity to proactively reconstruct the curriculum. Second, it was revealed that teachers’ narrative competency can be gradually developed through the processes of experience, reflection, and practice. Third, this study suggested specific approaches for developing narrative competency, and confirmed that these approaches contributed to enhancing teacher professionalism, strengthening identity, and improving pedagogical practice. Therefore, narrative competency is not merely an expressive skill, but a core capability closely tied to teacher professionalism and the enhancement of education quality. Ultimately, the development of teachers’ narrative competency serves as a key to self-directed professional growth and holds significant educational value, as it offers practical insights for the future direction of teacher education and its application in actual educational context.

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