DESD 이후 ESD(Education for Sustainable Development) 교사교육 프로그램의 개발 방향에 관한 연구 - 실태조사를 중심으로 -

서지정보

ㆍ발행기관 : 한국국제이해교육학회 ㆍ수록지정보 : 국제이해교육연구 / 11권 / 2호
ㆍ저자명 : 김현덕, 한대동

목차

Ⅰ. 서 론
Ⅱ. DESD(Decade of ESD)와 주요국가에서의 ESD 현황과 성과 분석
Ⅲ. ESD와 세계시민성 함양
Ⅳ. 연구방법
Ⅴ. 연구 결과
Ⅵ. 결론 및 제언
참고문헌

한국어 초록

본 연구는 2014년 DESD (Decade of ESD)가 종료된 이후 ESD 교사교육
의 방향을 모색하기 위해 수행되었다. 이를 위해 관련 선행연구 분석과 함
께 교육대학원생들을 대상으로 ESD 이해도 및 ESD 교사교육 현황, 그리고
학교에서의 ESD 현황 및 요구도를 조사․분석하였다. 분석결과 응답자들은
지속가능발전이 환경, 경제, 사회영역을 포함하는 통합적인 개념임을 이해
하고 있는 것으로 나타났다. 그렇지만 세부영역 별로는 환경영역에 대한 이
해도가 높은 반면 경제 및 사회발전 영역에 대한 이해도는 낮은 것으로 나
타났다. 지속가능발전에 대한 태도와 실천의 측면에서도 태도는 높게 나타
난 반면 실천적 측면은 상대적으로 낮게 나타났다. 또한 응답자들이 대학재
학 시절 받은 ESD와 관련된 수업의 비중은 적은 것으로 나타났으며, 특히
20대의 응답자가 40대보다 ESD 수업을 적게 받은 것으로 나타났다. ESD
이해도 측면에서도 20대의 응답자는 40대보다 현저하게 낮은 것으로 나타
났다.

영어 초록

In order to present the future direction of ESD teacher education program
after UN Decade of Education for Sustainable Development, the researchers
reviewed the related literature and surveyed graduate students attending the
school of teacher education at a university in Busan. The researchers measured
knowledge, attitudes and behaviors of the respondents concerning (E)SD, analyzed
the ESD in teacher education program, and the present condition of ESD and it's
need at schools. The results of the survey analysis revealed that the respondents
had lower level of understanding in the areas economic or social SD, being
compared with that of environmental SD, though they understand SD as the
holistic concept of environment, economic development, and social justice. The
respondents also showed lower mean score in the domain of (E)SD behaviors than
in the domain of (E)SD attitudes. They received low level of ESD when they
were undergraduate students, and that there were significant age differences in
the level of undergraduate ESD as well as in their present level of understanding
in ESD. That is, the respondents in their twenties showed the lowest score in (E)SD attitudes and behaviors, especially strikingly lower than the age group of
forties, and also those respondents received ESD the least during their
undergraduate period. When the respondents teach ESD to young children at
schools, their ESD instruction is mostly focused on the environmental aspect of
ESD. Most respondents strongly feel the necessity of ESD in all three aspects.
The respondents also mentioned a weak instructional environment for ESD and
the vagueness and broadness of ESD concept as major obstacles to ESD
instruction. They recommended the activity-centered ESD instruction across the
whole curriculum for the effective ESD. Based on the literature review and the
analysis of the survey questionnaires, the following recommendations are made for
the future direction of ESD teacher education program: First, the holistic
instruction integrating three pillars of ESD, environment, social justice, and
economic development, is recommended. Especially, it is emphasized that the
holistic ESD instruction is strongly related to global citizenship education; Second,
it is recommended the reinforcement of ESD at pre-and in-service teacher
education program, especially for the beginning teachers; Finally, the theme of
sustainability in each subject area needs to be taught in connection with the
broad concept of ESD, and the participatory instruction for ESD is recommended at schools.

참고 자료

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