OECD Education 2030에 내재된 학생 주도성의 다면적 의미: 신자유주의에 대한 비판적 관점들을 중심으로

조현희(Hyunhee Cho),홍원표(Won-Pyo Hong) 한국교육학회 2022 敎育學硏究 Vol.60 No.6

본 연구에서는 주도성(agency) 개념을 둘러싼 다양한 윤리적, 철학적, 이념적 논의를 토대로 OECD Education 2030 프로젝트에서 제안한 학생 주도성(student agency)의 의미를 규명하고, 이를 기반으로 2022 개정 교육과정에서 추구해야 할 학생 주도성의 의미와 실천방향을 모색하였다. 연구결과, OECD가 제안한 학생 주도성 개념은 ‘주체성’과 ‘선택’, ‘책임’에 대한 비판적 입장들을 일부 인정하면서도 신자유주의의 관점과 입장을 견지하고 있는 것으로 나타났다. 특히 프로젝트의 예비연구보고서와 직전보고서에서 논의된 주도성에 대한 풍부한 담론이 프로젝트의 최종 포지션페이퍼와 개념노트에서는 상당 부분 축소되고 단편화되었으며, 이 과정에서 발생한 이념적 모순들이 얇은 수사학적 장치로 덮여있는 것을 확인할 수 있었다. 마지막으로 본 연구에서는 주도성에 대한 다양한 관점과 OECD Education 2030 프로젝트에서 이를 해석하고 적용한 방식이 2022 개정 교육과정에 주는 시사점을 주체성에 대한 학습, 선택에 대한 책임의 사회적 공유, 학생 주도성의 실천을 위한 평가 방안을 중심으로 논의하였다. Drawing upon diverse ethical, philosophical, and ideological approaches to human agency, this study sought to unravel the multiple meanings of student agency proposed in the OECD Education 2030 project. Through this effort, this paper suggests how student agency should be interpreted and connected to the 2022 Revised National Curriculum. Major findings reveal that the concept of agency proposed by the OECD partially recognizes critical views on subjectivity, choice, and responsibility but mostly maintains a neoliberal perspective and ideas. In particular, the rich meanings of student agency discussed in the preliminary research report and the next-to-final report were largely neglected in the project's final position paper and conceptual notes, and some contradictions derived from this process were thinly covered with rhetorical devices. Finally, this study discusses implications for the 2022 Revised National Curriculum in relation to diverse perspectives on the meaning of agency and the OECD's interpretation and application of the concept.

학생 행위주체성 개념의 이론적 분석

김진오,김현욱 초등교육학회 2023 初等敎育學硏究 Vol.30 No.1

고등학생의 ‘학생 주도 역사 수업 경험’에 관한 내러티브 탐구

宋秀娟(Song, Su-yeon) 역사교육연구회 2022 역사교육 Vol.161 No.-

This present study is a narrative inquiry of high school students’ “student-led history class” experiences. Student-led history class is a history class based on student agency, which would influence on all the steps; from the class goal, establishment of study-plan, class contents and research plan and operation, along with evaluation - in all those process, the students would become the being of subjectivity, not object. Our study found that the student-led history class was more helpful for cultivating student agency, establishing their own history perspective, successful embodiment career path, and maturing self-concept. The student-led history class is based on mutual trust among participants as well as the orientation to the common good; as such, it creates the exclusive democratic space that encouraging further expanded consideration of education and life. Especially, the historical and research activities, have made students more confident and become more humanistic within historical frame. Based on those, regardless of academic scores, they reached to developing historical practice themselves, connecting the historical past and the present, and making themselves mature and more participating citizen. However, there are several constraints in the generalization of this history class. Research participants have worried that their preparation for entrance exam would have been interrupted. Given that, to make the modified history curriculum to boost the student-led history class, the viewpoint toward the high school education should be transformed. In order to boost its appropriate citizenship, the education should respect all students’ uniqueness, capturing each one’s potential to become his/her best card. The high-school education is not a mere tool for university entrance-exam.

혁신교육 동향에 기초한 마을교육공동체 주요 특성 탐색 - 혁신교육 3.0을 중심으로 -

임재일(Lim, Jae-ill),복건수(Bok, Keon-soo) 한국교육사회학회 2021 교육사회학연구 Vol.31 No.4

본 연구는 혁신교육 3.0을 중심으로 한 혁신교육 동향에 기초하여 마을교육공동체가 어떠한 주요 특성을 가지고 있는지 탐색하는 데 목적을 두고 있다. 연구문제는 첫째, ‘혁신교육 정책은 어떠한 전개 양상과 특성을 가지며 진화하였는가?’ 둘째, ‘혁신교육 기반 마을교육공동체의 개념과 특성은 무엇이며, 그 특성은 혁신교육 3.0의 맥락에서 어떻게 규정될 수 있는가?’로 설정하였다. 연구결과, 주요 시・도교육청에서는 혁신교육을 혁신학교-혁신교육지구-마을교육공동체로 연계・확장하고 있었고, 1.0, 2.0, 3.0 등과 같은 구분을 통해 진화된 변곡점을 제시하고 있었다. 이에 대한 혁신교육 특성으로는 ‘운동성’, ‘지역성’, ‘확장성’, ‘공동체성’을 탐색하였다. 그리고 마을교육공동체는 학생들의 온전한 성장을 위해 온 마을의 협력이 필요하고, 교육주체 간 연계와 참여를 통해 운영되는 교육거버넌스를 구동 모델로 개념을 정리하였다. 마을교육공동체의 특성으로는 ‘학생 중심’, ‘지역 교육력’, ‘단수가 아닌 복수주체’, ‘교육생태계’ 등을 도출하였다. 이상의 연구결과를 토대로 혁신교육 3.0에 기반한 마을교육공동체 주요 특성은 ‘학생 주도성’, ‘지역 행위주체성’, ‘생태전환교육’ 등을 논의하였고, 코로나19 및 기후위기 등 재난의 일상화를 대비하고 불확실한 미래교육을 조응할 수 있는 마을교육공동체 특성을 논의하였다. This study explores the key characteristics of the village education community based on the innovation education trends focusing on the innovation education 3.0. The research questions are as follow: First, ‘In what development patterns and characteristics of the innovation education policies have evolved? Second, ‘What are the concepts and characteristics of the village education community based on the innovation education, and how can the characteristics be defined within the context of the innovation education 3.0?’ The result suggested that the major metropolitan and provincial offices of education were linking and expanding the innovation education to the innovation school, the innovation education district, and the village education community. Moreover, the offices presented inflection points of evolution classifications such as 1.0, 2.0, and 3.0. As the characteristics of the innovation education, ‘movement’, ‘locality’, ‘expansiveness’, and ‘community’ were explored. In addition, the village education community requires cooperation from the entire village for the full growth of the students, and the concept of educational governance is summarized as a driving model, operated by participation and connection between educational subjects. As characteristics of the village education community, ‘student-centered , ‘local educational capacity’, ‘multiple subjects, not singular , and ‘education ecosystem were derived. In light of the research results, the main characteristics of the village education community based on the innovation education 3.0 were ‘student agency’, ‘local agency , and ‘ecology transformation education , and discussed it to prepare for the accepting disaster in daily life such as Covid-19 pandemic and fit with uncertain future education.

초등학교 수업에서의 학습자 행위주체성 사례연구: 교사의 관점을 중심으로

홍수향,장인실 한국교육과정학회 2022 교육과정연구 Vol.40 No.3

The purpose of this study was to explore student agency of elementary school students in classrooms and its implications. The participants were 6 elementary school teachers in Incheon. Interviews of 6 teachers and their students, lesson plans, teachers’ reflection notes, and lesson outcomes were collected in 2021 and analyzed by a pattern matching technique. For analysis, Leadbeater(2017)’s four components of student agency were used. First, students were purposeful in learning. They recognized learning goals and utilized purposeful minds as a decision standards when confused. However, establishing learning purposes by themselves was not observed. Second, the students were active in learning and reflected their learning at the time. Third, the teachers were attempted to provide online channels for investment of students’ sufficient time and effort. Fourth, the students took responsibilities for their learning because they chose their own learning activities. Based on the results of this study, teachers need to change their viewpoints toward curricula which they should design for themselves, to develop their edu-tech competencies, and to specify student agency at grade bands.

학습자의 능동적인 수업 참여를 위한 구술평가 개발 및 실행에 관한 연구

정윤리(Yulli Jeong) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.8

목적 본 연구는 학습자의 능동적인 수업 참여를 위한 구술평가 방안을 제시하고, 실행 결과를 바탕으로 구술평가 운영의 개선점과 시사점을 도출하는 데 목적을 두고 있다. 방법 이를 위해, 본 연구에서는 문헌조사와 사례연구방법을 활용하였다. 먼저, 소크라테스 교수법에 기반한 구술평가 방안을 문헌 조사를 통해 개발했으며 구술평가를 실행한 사례는 수업에 참여한 학생들의 학습 결과물과 면담, 수업평가지를 바탕으로 분석하였다. 결과 구술평가 방안은 수업 진행 과정, 수업질문 제작 과정, 교수⋅학습 과정으로 구분하여 제시하였고, 구술평가의 개선점으로는 추가 질문의 범위 명료화, 문항의 난이도 그룹화로 나타났다. 결론 소크라테스 교수법과 연계한 구술평가는 학습자가 능동적으로 수업에 참여하는 것을 넘어 배움의 주체가 되고, 학습자 주도성을 발휘하는 데 도움을 줄 수 있다는 시사점을 얻었다. Objectives In this study, an oral assessment for learners' active participation in classes was presented, and improvements and implications in the oral assessment operation were derived based on the execution results. Methods To this end, this study used literature research and case study methods. First, an oral evaluation method based on the Socrates method was developed through literature research, and the case of performing oral evaluation was analyzed based on the learning results, interviews, and class feedback of the students who participated in the class. Results The oral assessment was presented by dividing it into a class process, a class question production process, and a teaching and learning process, and the improvements in oral assessment were the clarification of the scope of additional questions and grouping of questions according to their level of difficulty. Conclusions he oral assessment linked to the Socrates teaching method has implications that learners can become the subject of learning beyond actively participating in classes and it helps them exercise their student agency as well.