원어민 영어보조교사 활용 정책의 딜레마 연구 (A Study on the Policy of Native English-Speaking Teachers Based on Dilemma Theory)

서지정보

· 발행기관 : 한국교육정치학회
· 수록지 정보 : 교육정치학연구 / 20권 / 2호 / 21 ~ 43페이지
· 저자명 : 박수호, 하봉운

초록

본 연구는 원어민 영어보조교사 활용 정책을 딜레마 이론에 근거하여 분석하였다. 딜레마 발생 원인과 주요 행위자들이 주장한 대립되는 대안, 가치와 집단행동 등을 분석하였고, 교육과학기술부의 정책대응 분석에서는 딜레마 이론에서 제시하는 정책 대응 유형에 따라 분석하였다. 연구 문제와 관련하여 분석한 결과는 다음과 같다.
첫째, 원어민 영어보조교사 활용 정책에는 정책결정자 요인과 정책행위자 요인 등의 특성 변화가 나타나면서 딜레마 현상이 발생하였다. 둘째, 원어민 영어보조교사 활용 정책의 딜레마 상황에서는 영어교육의 수월성과 공교육의 안정성이라는 가치가 대립하고 있다. 셋째, 교육과학기술부는 영어교육 활성화의 문제를 상충적인 가치들의 대립구도로 이해함으로써 양자 간을 상호 모순관계로 파악해왔다. 이에 따라 교육과학기술부는 원어민 영어보조교사 활용 정책의 딜레마 과정에서 다양한 대응행동을 보였다.

영어초록

The purpose of this study is to analyze the dilemma phases of the policy of native English-speaking teachers. The analysis was accomplished in three aspects applying the dilemma model. The three aspects are cause of occurrence; value, alternative and performer factors; policy reaction. Literature review was used to accomplish this analysis. The results of this study are as follows.
First, dilemma in the policy of native English-speaking teachers happened due to the changes of policy-makers' factors and policy-conductors' factors. A few problems related with this policy have happened. As the dissatisfactions on the policy are realized, some educational offices and teacher's unions have demanded the decrease of the number of native English-speaking teachers. Therefore, there happened fragment and contradiction between the increase and the decrease of the number of native English-speaking teachers.
Second, the value of English education by native English-speaking teachers is excellence in English education. Ministry of Education, Science and Technology has changed the English curriculum into listening and speaking centered education using native English-speaking teachers to improve students' communicative abilities. On the other hand, training courses for English teachers aim for improvement of their communicative abilities, professionalism and stability in English education. Thus, our government has realized that the way to vitalize English education was a dilemma.
Finally, as Ministry of Education, Science and Technology has understood the policy of English education as a conflictive frame of the two values, there are no commons, but there only exists a contradiction between two policies. Government would not solve the dilemma positively and systematically, only try to avoid and ease the dilemma. In the end, it also showed inconsistency, formal reactions. shifting responsibility instead of decision, and symbolic reponses.

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