초등학교에서의 현장연구의 현황과 발전과제

서지정보

ㆍ발행기관 : 경인교육대학교 교육연구원 ㆍ수록지정보 : 교육논총
ㆍ저자명 : 이학주, 윤기옥, 윤홍표, 김인길, 김봉석

목차

Ⅰ. 서언
Ⅱ. 현장연구의 개념 발달
Ⅲ. 현장연구의 현황
Ⅳ. 현장연구에 대한 교사의 인식
Ⅴ. 결론 : 우리나라 현장연구의 발전 과제
참고문헌
Abstract

한국어 초록

세계화, 지식기반 사회로 특징지어지는 21세기에 경쟁력을 지닌 유능한 민주시민을 기르
기 위한 교육개혁은 많은 나라에서 생존을 위한 관심사가 되고 있다. 그리고 교육개혁의 성
공은 궁극적으로 하나 하나의 교실의 변화, 한명 한명의 교사의 변화에 달려있다(Fullan et
al., 1989)는 생각과 함께 여러 나라의 교육개혁에서 강조하는 것이 교사의 전문성 향상이다.
현장연구는 교사 개개인에게 중요한 영향을 미친다. 현장연구는 교사를 활동하도록 만
들고, 참여는 헌신적 태도를 낳는다는 격언을 구체화하고 있고, 실제적인 문제․실사회의
문제와 그 해결책에 주의를 기울이고, 협력할 기회를 제공하고, 교수-학습의 개선이라는 교
사의 주된 관심사를 다룬다는 면에서 교사 개개인의 전문성 향상을 위한 중요한 방법이다
(Holly, 1991) .

영어 초록

After languishing for a few decades as a research, action research seems to be
enjoying a revival of interest in almost all the countries. In Korea it has been
emphasized for some time, providing various rewards to teachers who conduct it. But
due to the peculiar culture of teaching profession in Korea, it is doubtful if the teachers'
enthusiasm for action research has resulted in the enhancement of student achievement,
improvement of instruction, and school renewal.
Action research is a form of collaborative self-reflective inquiry undertaken by
teachers in order to improve their own practices, their understandings of those practices,
and the situations in which those practices are carried out. Teachers who engage in
action research generally become more aware of their own practices, of the gap between
their beliefs and practices, and of what their pupils are thinking, feeling and learning.
Action research helps sharpen teachers' reasoning capabilities and facilitates the
development of dispositions to self-monitor one's teaching practices over time.
At the outset of knowledge-based globalized society there is a growing interest in
the learning school which is similar to Schaefer's 'school as a center of inquiry', which
is what a school has to be like organizationally speaking in order to foster the learning
of all its students. And the interest can be found in a school built around action
research.
There must be congruence between the two levels-classroom learning level and
whole school organizational level-, and action research has the potential to make this
happen within the context of 'the developing school'. Action research as collaborative
inquiry is what students and teachers do in the collaborative inquiring school. Such
homological considerations are vital.
With the thought that educational change is ultimately dependent on change in
individual classrooms and in individual teachers, and action research can have a
profound effect on individual teachers and individual classrooms as mentioned above, in
this study the concept of action research, the development of action research in Korea
and other countries, the present situation of action research in Korea and other
countries, the cognition of elementary teachers on action research, and the development
direction of action research are explored.
Based on the analysis of the survey, teachers' cognitions on the action research can
be summerized into the following three positions.
1. Action research is useless and should be expelled.
2. Serious critical comments on the present situation of action research cannot be
helped and outweighs the thought that it is necessary..
3. Even though action research has its limitations, action research is necessary
and some alternatives should be explored.
Based on the literature review on action research and the analysis of the survey, the
following development tasks can be suggested.
1. Department of education in the Do and City level should manage action
research.
2. Diverse reward systems for good teacher-researchers should be developed.
3. In terms of research method and content diversity should be encouraged.
4. Collaborative action research among teachers, teacher educators, researchers,
research centers should be encouraged.
5. In order to enhance teachers' interest in action research, research conditions at
school should be improved.

참고 자료

없음