단위학교 교육공동체 구축의 원리와 상황적 조건

서지정보

· 발행기관 : 부산대학교 교육발전연구소
· 수록지 정보 : 교육연구 / 12권
· 저자명 : 주철안

목차

Ⅰ. 서 론
Ⅱ. 교육공동체의 관점과 주요 쟁점
Ⅲ. 단위학교 교육공동체의 성격과 운영 원리
Ⅴ. 결 론
참고 문헌
Abstract

초록

오늘날 우리 학교 현장은 학교붕괴 또는 학급붕괴라는 용어에 의해 지칭될 만큼 교사들의 교과수업과 학생지도활동이 어려워지고 있다. 또한 학생들은 학교 교육에 대해서 불신하고 대신에 학원에 의존함으로써 학부모의 사교육비 부담이 가중되고 있다. 우리 공교육체제가 위기에 처해 있다는 점에 대해서 많은 사람들이 공감하고 있다. 그러나, 공교육의 문제를 해결하기 위해선 어떻게 해야할 것인가에 대해서는 학자들과 교육전문가, 그리고 교육정책담당자들간에 이견을 보이고 있다.

영어초록

The purpose of this paper is to explore the principles and conditions for building educational community in and around schools. It examined the literature relating to educational community. Based on the literature it summarized perspectives on community. They are liberalism, communitarianism, and alternative perspective which is to synthesize liberalism and communitarianism. The alternative perspective suggests that it is possible to balance the integrity of the individual and the necessity of committed relationship. Etzioni points out that authentic communities are responsive to the “true needs” of all community members as reflecting the appropriate balance of order and autonomy.
Educational community should have the features such as caring community, democratic community, community of learners, professional community, and community of leaders. In a caring community teachers care students in all the educational activities. Caring means doing everything possible to enhance cognitive, developmental, and social needs of students as persons. In a democratic community students share a classroom rules and the obligation to live this rules in their every day lives. In a learning community all the members are free to learn, reflect and dialogue for inquiry and adventure. In a professional community teachers are committed to the professional ideal as having competence for teaching. In a community of leaders leadership is defined as power to accomplish shared goals. The principal and all the followers have equal obligation to embody community values and to lead.
To change school from the present formal organization to educational community all the members of schools should redefine their value and roles. When they reflect educational goals and roles, they consider the following principles such as caring and commitment, equality and cooperation, autonomy and responsibility, and democracy and openness.
Building educational community also requires the conditions in schools and the educational administrative system. The situational conditions in schools are the followings such as small schools, reduction of the number of students per class and teacher, opportunities of the development for teachers and staff, teacher' staying at particular school for longer period of time etc. The educational system should also be restructured from the function of direction and monitoring to the that of support and service. The schools should be the heart of the educational administrative system. Finally, building educational community cannot be achieved only by the structural change. It also needs the change of the mind which requires the re-culturing of all the members in and around schools.

참고자료

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