교육복지투자우선지역 지원사업에 대한 담당교사와 지역사회교육전문가의 인식 차이 분석 = (An) analysis of class teacher's and community education specialist's cognitive difference toward supportive project for the priority region of educational welfare investment

다국어 초록 (Multilingual Abstract)

A purpose of this study is to find a right direction for educational welfare policy by grasping a status and present condition in project region for an effective propulsion in supportive project for priority region of educational welfare investment, investigating a responsible person's cognition who are participating in project, and understanding the project.
To conduct this study, about 10 regions selected as priority region of educational welfare investment in Busan in 2009, 65 elementary and middle school teachers, and a community education specialist were chosen. A questionnaire was conducted toward 130 people, cognition of two groups was compared, and an interview with four people was conducted for analyzing a cause of cognitive difference.
In a result of this study, a difference between understanding before the supportive project for priority region of educational welfare investment and continuity of the project is stemmed from the teacher's cognition who think that works are subsidiary except teaching and community education specialist who think that this project is their main work.
In terms of a reasonability of project contents and suitability of operation, community education specialist cognizes more positively toward that manager's opinion on a suitability of program for the student's demand and need has an effect the project than the teachers. The teachers cognize that they well cooperate because they think that they play a role of support and this project is community education specialist's work, in contrast, the community education specialist think that the teacher's supportive participation is absolutely necessary for rightly operating supportive project for priority region of educational welfare investment.
In an effect of supportive project for priority region of educational welfare investment, the community education specialists cognized more positively than the teachers. The community education specialists cognized that with this project, a positive change has been arisen in students and the students's intelligent and affective growth are possible, in contrast, the teachers think that more diversified endeavor is necessary.
Hence, a cognitive difference between the teacher and community education specialist emerged because these two group's academic background are totally different, the teachers look at this project in an educational aspect, in contrast, the community education specialists look at it in an aspect of welfare. However, as the teacher and community education specialist should conduct the project together, it should not lean to one side, education and welfare should be cognized as one, an opportunity to understand each other should be prepared, and it should be operated in accordance with a purpose of the project.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 3
• II. 이론적 배경 4
• 1. 교육복지의 개념 4
• 2. 교육복지투자우선지역 지원사업 5
• 가. 추진 배경 및 경과 5
• 나. 주요 특징 9
• 3. 부산시 교육복지투자우선지역 지원사업 15
• 가. 추진 현황 15
• 나. 사업 성과 및 문제점 18
• 4. 선행 연구 분석 19
• III. 연구 방법 24
• 1. 설문조사 24
• 2. 면담 26
• IV. 분석 결과 및 논의 28
• 1. 분석 결과 28
• 가. 교육복지투자우선지역 지원사업에 대한 이해 정도 28
• 나. 교육복지투자우선지역 지원사업의 타당성 및 운영의 적합성 33
• 다. 교육복지투자우선지역 지원사업의 수행과정 39
• 라. 교육복지투자우선지역 지원사업의 효과 46
• 2. 논의 51
• V. 결론 및 제언 55
• 1. 요약 및 결론 55
• 2. 제언 58
• 참고문헌 60
• 부록 64
• Abstract 71