교직사회 개혁정책의 이데올로기적 성격, 논쟁점, 그리고 과제

서지정보

· 발행기관 : 한국교육사회학회
· 수록지 정보 : 교육사회학연구 / 11권 / 1호
· 저자명 : 오정란

목차

Ⅰ. 서 론
Ⅱ. 개혁이데올로기와 교직사회개혁
Ⅲ. 교직사회 개혁정책과 실제들에서 나타나고 있는 논쟁점들
Ⅳ. 교직사회의 재구조화를 위한 과제
Ⅴ. 결 론
참고문헌
ABSTRACT

초록

최근 이루어지고 있는 교육개혁의 움직임은 새로운 사회변화에서 오는 도전을 교육이 어떻
게 대응할 것이고 이를 위하여 교육체제는 어떻게 조직되어야 하는가의 문제로 요약될 수 있
다. 또한 사회변화의 이데올로기적 성격과 정치경제적 요구는 교육개혁 추진의 강력한 동인이
자 개혁정책과 실제들의 정당성을 제공하는 근거가 되고 있다. 이 연구에서는 1990년대 중반
이후 시장주의적, 관료주의적 이데올로기가 어떻게 우리 나라 교직사회개혁의 이데올로기적 기
저가 되고 있으며, 이들 이데올로기가 교직사회 개혁정책과 실제들과 어떻게 관련되어 있는가
를 분석한다. 또한 개혁이 추진되는 과정에서 어떤 논쟁점들이 나타나고 있는가를 분석한다.
그리고 앞으로 교직사회가 어떠한 모습으로 개혁되어야 하며 이를 위해서는 어떤 노력들이 이
루어져야 하는가에 대한 과제를 제시한다.

영어초록

By the turn of the 1980s, education reform efforts in many countries had been
moving toward the way in which education systems respond to the challenges of
new political and economic ideologies, and how the education system could be
organized to the meet these changes. Current educational reform policy and
practices are rooted in market-oriented and bureaucratic ideologies, which have
been rising as new political and economic forces.
The purpose of this paper is to identify how the market-oriented and
bureaucratic ideologies are related to educational reform movements, to discuss the
controversial issues in educational policy and practices under debate in the process
of transforming this reform ideology into the teaching profession, and to explore
how the teaching system can be restructured to be held more accountable.
Since the mid-1990s, educational reform in Korea has been moving towards
national standards, national curriculum, and more marketized forms of schooling, in
an effort to hold the national education system more accountable. This has
resulted in educational policy and teaching practices which are subject to more
bureaucratic procedures and control, but also government regulation such as
national standards and evaluation, and teacher rewards and sanctions.
The negative effects of market and bureaucratic control generate various
controversial issues in educational policy and teaching practices. First, there were
contradictions in combining the two different ideologies of marketization and
bureaucratization into teaching profession reform, and tensions between the
conflicting goals of educational accountability and teachers professional
development. Secondly, national standards and evaluation, and more accountable
forms of teaching have been highly emphasized as a strategy to restructure the
national educational system. Finally, as a result, reform policy and practices in the
teaching profession have been subjected to more bureaucratic procedures and
control, and also to more marketized forms of creating national standards and
evaluation, teacher rewards and sanctions, etc.
These findings showed that current reform policy and practices have raised
questions as to the negative effects of market and bureaucratic control, such as
lack of teacher autonomy and stratification of the teaching profession. Finally, it
was suggested that reform policy and practices in teaching should be restructured
with more educational and social vision, value, needs, and strategy.

참고자료

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