미술관과 공교육의 파트너십을 위한 초중등 교사 연구|RISS 상세보기

다국어 초록 (Multilingual Abstract)

One of the main themes of the international museum management in recent 20 years has been the community partnership. Strengthening the relevancy of museums with diverse communities is now recognized as the crucial strategy for the improvement and survival of museums. Among the diverse communities of museums, school audiences have been, and still are the major community to be served and to collaborate, both for philosophical and practical reasons. In building partnership between museums and schools, the key role player is the school teachers. As the renowned psychologist Lev Vygotsky stressed the social aspects of learning, teachers tremendously influence the cognitive and affective learning of the students. Also being familiar with the students’ previous experiences and knowledge as well as the school curriculum, teachers are the major link between museums and schools who could connect museum experience with classroom learning. Thus, in recognition of such an importance of teachers, this study examined the teachers’ utilization of museums and their needs toward forming museum and school partnerships. The research was based on the survey of 271 elementary and secondary teachers who participated in the summer teacher training programs at three museums in Korea, including the National Museum of Contemporary Art, the National Museum of Korea, and the Ho-Am Art Museum. The survey explored three areas of questions. Firstly, the utilization patterns and behaviors were examined. The majority of teachers (56.0%) utilized museums 1-2 times a year. Major purposes of utilization were to take field trips that are not closely related to the curricular (35.0%), and to provide or extend lessons closely related to the curricular (26.1%). The main types of utilization were the use of museums’ internet home pages as teaching-leaning resources (25.3%) and the group field trips guided by teachers (25.1%). The sources of information on museums were largely limited to the museums’ internet home pages (35.0%), and mass media (news papers/ T.V.) (30.1%). Secondly, teachers’ perceptions and attitudes toward museums were explored by asking educational effect of museum learning and barriers to utilizing museums. The educational effect of museum utilization perceived by the teachers was generally high (‘very high’ 8.0% + ‘pretty high’ 40.3%). The larger percentage of teachers who perceives the educational effect of museum utilization ‘fair’ or ‘low’, however, gives a significant implication that museum experiences are educational only when they are carefully designed for learning of students. Finally and most importantly, teachers’ needs and recommendations for museum and school partnerships were analyzed. Most teachers needed that museums provide programs closely related to the curricular (30.3%) and museum guides who could teach school groups (24.3%). The development of teacher programs that introduce methods of museum utilization for school lessons was also highly needed (21.9%). Answers to the open-ended question about recommendations for museum and school partnerships revealed similar results to the above question. They mostly recommended in the areas of ‘program development’, ‘teacher training programs’, ‘provision of quality museum guides’, ‘convenience and cost of travel’, and ‘promotion of museum programs for school audiences.’ Thus, in building collaborative relationship, museums and schools should strive to meet the needs of the teachers analyzed above. Governmental support should also be given for those efforts.

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