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ISSN : 1229-0688
본 연구는 우리나라 상담자교육과정이 상담현장에서 요구하는 전문능력을 개발하는 데 미흡하다는 인식에서 출발하여, 근래 전문가교육방식의 새로운 대안으로 주목받아온 성찰적 실천의 패러다임을 Schön의 이론을 중심으로 살펴보았다. 기존의 전문가교육과정의 인식론적 관점인 기술적 합리성의 기본가정과 한계점을 논의하고, 실천영역과 실천에 대한 두 가지 인식론적 관점을 비교하였다. 이어 성찰적 실천의 의의와 세 가지 유형을 제시하고, 성찰능력 제고를 위한 방안으로 제시된 Schön의 성찰적 실습과 그외 다른 교육과 훈련 방안들을 소개하였다. 마지막으로 성찰적 실천의 관점에 비추어 상담현장의 속성을 살펴보고, 우리나라 상담자교육의 한계점을 검토하고, 이러한 한계점을 극복하기 위한 방안들을 상담자교육자의 역할을 중심으로 논의하였다.
It has been suggested that counselor education in Korea may not be effective in developing professional competence as much as needed in the counseling field. In view of this situation, this study presentsthe paradigm of reflective practice, particularly based on Schön's theory, which has drawn much attention among professional educators as a promising alternative approach to professional education. The basic assumptions and limitations of technological rationality which consists of the underlying epistemological view of current professional curriculum are discussed. Furthermore,two epistemological views of the area of practice and the practice itself are compared. The significance and three types of reflective practice are also presented. In addition, ways to improve counselors' competence in reflective practice, including the idea of reflective practicum offered by Schön, are introduced. From the view of the reflective practice described, the nature of the counseling practice is examined, and limitations of the existing counselor education are reviewed. Finally, ways to overcome these limitations, with a particular emphasis on the role of counselor educators, are discussed.
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