이 연구의 목적은 예비교사의 도덕성 함양 프로그램을 개발하는 데 있다. 프로그램 개발을 위하여 도덕적 행동을 산출하는 데 관련된 네 가지 심리적 과정을 도덕성을 구성하는 4구성요소로 모형화한 Rest(1983, 1986)의 도덕성 이론에 기초하여 이론적 모형을 구안하였다. 프로그램은 교수체제개발의 일반적 절차인 분석, 설계, 개발, 실행, 평가 단계를 거쳐 개발하였으며, 교육현장에서 실제로 일어나는 도덕적 딜레마들을 수집하여 학생의 인권 영역(학생의 교육받을 권리, 평등한 대우를 받을 권리, 사생활을 보호받을 권리, 표현의 자유를 보호받을 권리, 적법절차를 보호받을 권리), 교사의 권리 영역(교육과정 편성권, 교육과정 운영권, 학생 평가권, 학생 징계권, 노동기본권, 공정한 대우를 받을 권리), 교사의 의무 영역(직무상 의무, 신분상 의무)으로 구성하였다. 프로그램의 시범적 적용을 통해 잠정적인 효과와 타당성을 검증하였으며, 실행 및 평가와 관련된 보완사항을 논의하였다.
This study was purposed to develop a morality education program for the preservice teachers. This study constructed the theoretical model of a morality education program based on Rest's four component model of morality which conceptualizes four psychological processes determining moral behavior. This study developed the program according to the general process of instructional system development(ISD), namely, analysis, design, development, implementation, and evaluation. The content of morality education program were students' human rights(right to be educated, equal treatment, privacy, freedom of expression, due process), teachers' rights(curriculum management, achievement evaluation, punishment, right to work, equal treatment), and their duties(on a job and position). This study applied the program to the preservice teachers, verified effectiveness and validity, and discussed complementary items and utilization of the program.
This study was purposed to develop a morality education program for the preservice teachers. This study constructed the theoretical model of a morality education program based on Rest's four component model of morality which conceptualizes four psychological processes determining moral behavior. This study developed the program according to the general process of instructional system development(ISD), namely, analysis, design, development, implementation, and evaluation. The content of morality education program were students' human rights(right to be educated, equal treatment, privacy, freedom of expression, due process), teachers' rights(curriculum management, achievement evaluation, punishment, right to work, equal treatment), and their duties(on a job and position). This study applied the program to the preservice teachers, verified effectiveness and validity, and discussed complementary items and utilization of the program.