韓國教師循環輪調制的設計與啟示

Design of Korean Teacher Rotation System and Its Implications

韓國國公立中小學教師依不同市、道教育廳規定，每四或五年期滿後，在同一所屬地區轉換至其他學校任教，此種教師滿一定期間轉換學校服務的制度，稱為「教員循環轉補制」（교원순환전보제），意即教師循環輪調制（the teacher rotation system）。每年到了3月，韓國國公立學校因為教師循環勤務輪調的原因，每個學校可能有高達20%的教師要到別的學校，相對地，也有20%新的教師要到學校來。韓國實施教師循環輪調制，最重要的目的是透過輪調，防止教師成為萬年教師而停滯不前，其次則是藉由轉換多次不同學校，可以累積經驗，促進專業發展，最後是在多次教育改革中，縮短了城市與島嶼偏鄉的教育差距，促進教育機會公平。本文探究韓國教師循環輪調制的源起、迄今為止約60年的發展過程，以及韓國教師循環輪調制的設計與爭議，最後提出對臺灣中小學教師循環輪調制與專業發展制度設計之啟示。

A teacher after having served in a school for 4 or 5 years has to move to another school to go on his/her job within a district in Korea and this is so-called “Teacher Rotation System”. Due to this rotation system about 20 % of teachers in each school turn to another school in March every year. This has led to the result of about 20 % of new teachers for every school. The main purpose of this rotation system is to prevent teachers from conservative due to their service in a same school for too long by the way of teacher rotation. Another reason behind this rotation system is to help teachers acquire more different experiences so as to enhance their professional development. Finally in education reforms this rotation system has been highlighted and led to a reduction of the gap between city and remote schools and more equal opportunity of education. The aim of this article is to explore origins of the teachers’ rotation system in Korea and its developmental process for 60 years so far. The design of this system and the relating issues are than examined in this article. Finally implications from Korea for Taiwan’s teacher rotation system and professional development in the future are provided.