머리말 / 3
제1부 교사의 글쓰기
1. 심층적인 학생 이해 ························································13
글쓰기의 출발 ‘민감해지기’ ·················································13
낯설게 보기 ································································18
학생 진단과 교육 방향 설정 ················································24
2. 반성적 성찰 촉진 ··························································36
‘기록’은 성찰의 유용한 도구 ················································36
동료 교사를 통한 성찰 ······················································40
행정 업무와 수업 ···························································44
3. 수업 개선 ··································································48
수업 전사를 통한 수업 보기 ················································48
공개수업의 패턴 ····························································60
철학에 기반한 수업 자율성 ··················································64
4. 새로운 실천의 토대 ······················································
