교사교육자라는 위치를 활용한 이 연구는 미국의 한 주립대학에서 사범대학 학생들을 가르치면서 수행한 반성적 실천연구이다. 연구의 목적은 직전 교사교육 단계에서 수학중인 학생들을 비판적?반성적 교육과정 개발자 및 평가자로 기르기 위한 개인적 노력에 교육적 의미를 부여하고, 교사교육자로서 가지는 실천적 지식에 기초하여 1년간의 교육활동을 반성적으로 해석해보기 위한 것이다. 이 글을 통해, 교육과정 표준 운동과 국가 수준 표준화 시험을 강화하고 있는 미국 교육과정 개혁에 직면하여, 첫째 교생들이 교육과정 개발자로서 어떻게 전통주의적 관점을 이해하는지, 둘째 교생들이 교육과정 평가자로서 어떻게 평가주도 교육개혁을 인식하는지를 주요 연구문제로 한정해서 탐구해 보았다.This is an individual reflective writing with an qualitative classroom narrative that I, a supervisor of pre-service teachers, developed through drawing on the voices of my students. The voices stand in stark contrast to the technical language used by people who favor rationale of curriculum development and evaluation that appeared to fit with traditionalist and behaviorist orientations to the matter of school knowledge. Pre-service teachers and I in the class investigated if test-driven curriculum and externally administered accountability policies help improve thoughtful practices and teachers' actions for critical and reflective teaching.
In the face of the recent educational agenda, we discussed the standards movement which now dominates educational discourses on reforms in curriculum, assessment, promotion policies, and other significant aspects of school life. With respect to national or state tests, pre-service teachers and I agreed that what is educationally valuable and authentic is hard to measure because the outcomes of curriculum and instruction are racial and cultural in character and have little objective comparable rules on somewhat ideological and controversial issues.
While some were resistant to a series of critical seminar readings I proposed, most of students were on the same page with me in thinking that curriculum reforms today are grounded in a strong but limited belief that prescribed educational objectives hinge upon the standards to be used to measure achievements across the nation. We also largely agree with the idea that the concept of reflection-in-action permits teachers to appreciate that they should be legitimate knowledge producers, curriculum developers and critics as opposed to traditionalist claims.