초등학교의 반성 중심 학습조직에 대한 질적 사례 연구 = A Qualitative Case Study on Reflection-Oriented Learning Organization in Elementary School

다국어 초록 (Multilingual Abstract)

The purpose of this study was to delve into the usualness of individual reflection, team-based reflection and institutional reflection in school, to make an in-depth inquiry into reflective educational management and reflective school management, and to explore catalysts in turning school into a learning organization and hurdles to that. It's basically meant to find out the components of reflection-oriented learning organization and the concept mapping of learning organization in an attempt to determine some of the right directions for school management in association with the creation of learning organization.
The subjects in this study were 13 teachers who worked in three different elementary schools in a large urban community. A qualitative case study was conducted by integrating ethnography and self-study. Data were gathered by journaling, in-depth interview and participant observation, and school documents and messages of the intraschool messenger program were collected as supporting materials. All the collected data were categorized by individual reflective thinking, team- based reflective thinking and institutional reflective thinking, and then the data were transcribed and encoded to select themes. To ensure the validity and reliability of this study, member check, triangulation and peer debriefing were utilized. The major findings of the study were as follows:
First, the usualness of individual reflection could be categorized into two: self-examination on one's own being, and experience of fulfilling one's responsibility. The factors that had a favorable impact on individual reflection were zeal for teaching and awakening through the relationship with others, and the elements that exerted an adverse influence were pursuit of exterior-oriented values, blind task performance and external control.
Second, the usualness of team-based reflection could be categorized into two concepts: purposeful decision-making and knowledge sharing. The elements that exercised a favorable influence on team-based reflection were leadership and growth opportunity, and the factors that had an adverse impact on that were limited awareness of teaming and isolated self-awareness.
Third, the usualness of institutional reflection could be categorized into three: pursuit of equilibrium, stereotyped task and school status. The factors that had a favorable impact on institutional reflection were a critical mind of school members and structured reflection experience, and the elements that exerted an adverse influence on that were compromise in favor of hierarchical culture and emphasis of external reinforcers.
A school is likely to turn into a learning organization successfully if it is managed by playing up the factors helpful for reflective activities and minimizing the impact of the factors that interfere with the reflection. In this study, seven key components of learning organization were selected based on the above-mentioned findings in a move to help create a reflection-oriented learning organization in elementary school: principal leadership, open conversational culture, empowerment, team learning, autonomy, commitment and experimental spirits. An organic combination of the seven components makes it possible to achieve individual school member's vision and the shared vision of school organization to convert school into a learning organization. The existing management practices of elementary schools in our country allow principals to have the absolute decisive power, and principal leadership consequently has a tremendous impact on changing school into a learning organization. If a principal doesn't have an iron will to introduce a learning organization nor direct his or her energy into turning school into a learning organization, every effort to create a learning organization will end in failure. A school could become a learning organization when all the seven conditions are satisfied.
Based on the findings of the study, there are some suggestions about future research efforts:
First, principals who are the supreme decision maker should be investigated to gather their opinions on the introduction of learning organization and what deters school from turning into a learning organization and to find out what conflicts they experience in the course of school management and what dilemma they fall into.
Second, a variety of relevant cases should be collected to check into what affects the conversion of school into a learning organization. In this study, schools that became a good example of school management were selected by purposeful sampling, and principal-led school management was one of the common features of the selected schools, as their educational management depended on the priorities set by the principals. It seems worth doing to look into what factors concern the conversion of school into a learning organization other than the influence of principal.
Third, just elementary schools were examined in this study, and the scope of future studies should be extended by investigating secondary schools. Unlike elementary schools, secondary schools are equipped with teachers of different academic background, and the departmental system is adopted instead of the homeroom teacher system. Therefore the characteristics of subject-based learning organizations should be investigated, and how the diversity of school members influences the conversion of school into a learning organization should be explored at the same time.
Fourth, seven factors were selected in this study as what made up a reflection-oriented learning organization: principal leadership, open conversational culture, empowerment, team learning, autonomy, commitment and experimental spirits. An effort to improve the seven factors in school management process should be made to determine the meaning of the components in relation to the creation of learning organization. In which way the seven components could be more vitalized, what could make them more prevailing and what makes them ineffective should be all investigated, which will make a contribution to turning our country's schools into learning organizations earlier that expected.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구 목적 및 문제 = 4
• 3. 연구의 범위와 한계 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 학습과 반성 = 7
• 가. 반성의 개념과 과정 = 7
• 나. 반성의 주체 = 14
• 다. 학습과 반성의 관계 = 16
• 2. 학습조직 = 22
• 가. 학습조직의 등장 배경 및 개념 = 22
• 나. 학습조직의 특성 = 24
• 다. 학습조직의 구성 요소 = 28
• 3. 학교의 학습조직화를 위한 반성의 역할 = 46
• 4. 선행연구 검토 = 50
• Ⅲ. 연구 방법 = 53
• 1. 연구방법론 = 53
• 가. 문화기술지(ethnography) = 54
• 나. 자기연구(self-study) = 55
• 2. 연구 현장과 연구 참여자 선정 = 58
• 가. 행복 초등학교 = 60
• 나. 명문 초등학교 = 63
• 다. 믿음 초등학교 = 65
• 3. 연구 기간 = 67
• 4. 자료 수집 = 68
• 가. 저널 쓰기 = 68
• 나. 심층면담 = 70
• 다. 참여관찰 = 74
• 라. 보조 연구자료 = 77
• 5. 자료 분석 = 78
• 6. 연구 타당도 = 80
• 7. 연구 윤리 = 83
• Ⅳ. 반성활동의 일상성 = 86
• 1. 개인 = 86
• 가. 존재에 대한 반성 = 87
• 나. 책임활동의 수행경험 = 93
• 2. 팀 = 109
• 가. 목적적 의사결정 = 114
• 나. 지식의 공유 = 116
• 3. 기관 = 120
• 가. 평형(equilibrium) 상태의 추구 = 123
• 나. 과업의 정형화 = 130
• 다. 외재적 위상 = 134
• Ⅴ. 반성활동의 희망과 좌절 = 137
• 1. 개인 = 137
• 가. 교직에 대한 열정 = 138
• 나. 타인 관계를 통한 각성 = 144
• 다. 외부 지향적 가치 추구 = 158
• 라. 맹목적 과업 완수 = 161
• 마. 외부적 통제 = 168
• 2. 팀 = 171
• 가. 리더십(leadership) = 172
• 나. 성장의 기회 = 174
• 다. 티밍(teaming)에 대한 제한적 인식 = 176
• 라. 고립적 자기인식 = 179
• 3. 기관 = 181
• 가. 학교 관계자들의 문제의식 = 182
• 나. 구조화 된 반성 경험 = 192
• 다. 상호작용의 단절 = 196
• 라. 위계문화에 대한 타협 = 205
• 마. 외재적 강화기제들의 강조 = 210
• Ⅵ. 반성 중심 학습조직화 = 215
• 1. 반성 중심 학습조직 구성요소 = 215
• 가. 교장의 리더십 = 217
• 나. 개방적 대화 문화 = 219
• 다. 권한부여 = 223
• 라. 팀 학습 = 225
• 마. 자율 = 228
• 바. 헌신 = 230
• 사. 실험정신 = 232
• 2. 반성 중심 학습조직 개념도 = 234
• Ⅶ. 요약 및 결론 = 237
• 1. 요약 = 237
• 2. 결론 = 240
• 참고문헌 = 245
• Abstract = 259
• 부록 = 262

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