세계시민교육을 실천하는 초등학교 교사들의 정체성과 교육 실천에 대한 질적 사례연구

다국어 초록 (Multilingual Abstract)

In the dynamic international society of the 21st century, fostering talents and
reforming school organizations are significant tasks. This study focuses on
Education for Sustainable Development (ESD), Global Citizenship Education
(GCED), and the crucial role of Teacher Leadership (TL). In South Korea,
state-led GCED is practiced, bearing limitations of traditional civic education. This
research conducted a qualitative case study of six primary school teachers
autonomously implementing GCED. The research questions included understanding
the school organizational environment that teachers encounter, their identities, and
their leadership characteristics.
The research findings revealed that teachers face the ‘limitations of traditional
school structures,' specifically the ’powerlessness of the teacher group,' ‘restrictive
school organizational culture that hinders communication,' and ‘school settings
failing to respond to diversity and the pace of change.' However, the participants
demonstrated identities as teachers who could overcome these school-setting
limitations. These identities manifested as ‘teachers who attempt new methods for
the school community' and ‘teachers who adopt and implement global citizenship
as an educational philosophy.' Based on this backdrop, participants practiced GCED
and exerted leadership influence at the school. The practice of GCED was reflected
as ‘GCED empowering teachers,' ‘GCED promoting the development of solidarity
skills,' ‘GCED enhancing problem-solving skills,' ‘GCED integrated into school
life,' and ‘flexible GCED.' Beyond the practice of GCED, teachers demonstrated
leadership influence among school members, which was evident as ‘students as
future colleagues,' ‘opening the black box of school to parents,' and ‘pushing,
pulling, and collaborating with fellow teachers.'
The conclusions based on these research results are as follows. Firstly, the
participants transformed adversities encountered in the school setting into
opportunities for growth. Secondly, there is a clear need to recognize the concept
and presence of TL in the school setting, which could avoid conflicts between
teacher autonomy and the school system, and create an environment where TL
can fully manifest. Thirdly, the practice of GCED and TL demonstrated a cyclical
structure creating an environment conducive to school change. Fourthly, the GCED
practiced by the participants flexibly evolved according to diverse student needs,
thereby prompting reconsideration of previous criticisms asserting that GCED
mainly targets elites. Fifthly, the educational philosophy of teachers voluntarily
implementing GCED and GCED itself formed a complementary relationship. The
initiative, positivity, and openness to novelty displayed by participants enhanced
when meeting GCED. GCED and the teachers' philosophy formed a mutually
complementary relationship. As teachers implemented GCED, they fostered the
growth of students into global citizens and deepened their own expertise and
leadership skills.
In conclusion, GCED and TL can serve as the primary axis leading educational
and societal transformations. GCED plays a role in bringing various changes to
the education system and curriculum, assisting in transforming the school
environment to help students understand societal phenomena and acquire
problem-solving abilities. Furthermore, TL plays a pivotal role in the practice of
GCED, allowing students to actively accept and apply new ideas and methods in a
free environment. The harmony and synergy between TL and GCED can improve
the education system's quality and lay a foundation for sustainable societal
development.

국문 초록 (Abstract)

21세기의 급변하는 국제 사회에서 인류는 다양한 도전에 직면하고 있다. 이러한 상황에서 교육 현장은 새로운 시대에 적응하고 건강한 변화를 주도할 수 있는 인재의 양성과 그를 위한 학교 조직의 개혁이라는 시대적 요청을 받고 있다. 이 연구는 이러한 맥락 가운데에 활발히 논의되고 있는 지속가능발전교육(ESD) 및 세계시민교육(Global Citizenship Education, GCED), 그리고 학교 혁신의 주체인 교사에게 요구되는 역량인 교사리더십에 대해 주목한다. 한국은 정부 주도적 세계시민교육(state-led GCED)이 수행되는 대표적인 나라인데, 이는 기존하는 전통적 시민교육이 가진 여러 가지 한계들을 내포하고 있다. 학교 현장에서 세계시민교육의 교육 주체인 교사들은 교육 실천에 여러 한계들을 경험하고 있었는데, 일부 교사들은 정부의 정책으로 인한 하향식 지원이 아니라 교사들의 자발성에 기반하여 세계시민교육을 실천해 나가고 있었다. 따라서, 본 연구는 세계시민교육을 주체적이며 자발적으로 실천하고 있는 초등학교 교사 6명을 대상으로 질적 사례연구를 수행했다. 주요 연구 문제는 다음과 같다. 첫째, 세계시민교육을 실천하는 교사들이 교육 실천 과정에서 조우(encounter)하는 학교 조직 환경의 모습은 어떠하며, 교사들은 어떠한 정체성을 가지고 있는가? 둘째, 세계시민교육을 실천하는 교사들의 세계시민교육과 학교 현장에 영향력을 미치는 리더십은 어떠한 특징을 보이는가?
연구 결과, 교사들은 ‘변화하지 않는 학교 현장의 한계’에 마주하고 있었으며, 구체적으로는 ‘교사 집단의 무력감’, ‘소통을 막는 학교문법’, ‘다양성과 변화 속도에 대응하지 못하는 학교 현장’으로 드러났다. 이는 학교 현장이 전통적으로 갖는 문제에 대한 일반적 기술이 될 수도 있지만, 연구 참여자들의 구체적으로 마주하고 있는 문제상황이기도 했다. 그런데, 연구 참여자들은 앞서 언급된 학교 현장의 한계를 극복할 수 있는 교사로서의 정체성을 가지고 있었다. 이는 ‘학교 공동체를 위해 새로운 시도를 하는 교사’와 ‘세계시민성을 교육철학으로 삼고 실천하는 교사’로 드러났는데, 변화하지 않는 학교 현장이라는 문제 상황 가운데에서 교사들의 정체성은 학교 현장의 변화를 위한 동력을 가지고 있던 것이다. 이러한 배경을 바탕으로, 연구 참여자들은 학교 현장에서 세계시민교육을 실천하고 교사리더십의 영향력을 발휘하고 있었다. 먼저 세계시민교육의 실천 모습은 ‘교사에게 날개를 달아주는 세계시민교육’, ‘연대(連帶)하는 역량을 길러주는 세계시민교육’, ‘문제해결 능력을 길러주는 세계시민교육’, ‘학교생활에 녹아있는 세계시민교육’, ‘유연한 세계시민교육’으로 나타났다. 세계시민교육의 실천 외에도 교사들은 학교에서 리더십을 발휘함으로 학교 구성원들에게 영향력을 발휘하는 모습을 보였다. 이는 ‘학생은 미래의 동료’, 학부모에게 학교라는 블랙박스 오픈하기’, ‘밀어주고, 끌어주고, 함께하는 동료 교사’ 라는 형태로 드러나고 있었다.
이상의 연구 결과에 기반한 결론은 다음과 같다. 첫째, 연구 참여자들은 학교 현장에서 맞이한 역경을 성장의 기회로 전환하는 모습을 보였다. 둘째, 학교 현장에서 교사리더십의 개념과 존재가 명확히 인식될 필요가 있음이 드러났다. 이는 교사의 자율성과 학교의 체계 간 충돌을 피하고, 교사리더십이 온전히 발현되는 학교 환경을 조성하기 위해서 그 필요가 있다고 할 수 있다. 셋째, 교사 리더십과 세계시민교육의 실천은 학교의 변화와 더불어, 그 원활한 실천의 환경을 조성하는 순환적인 구조를 보이고 있었다. 넷째, 연구 참여자들이 실천하는 세계시민교육은 다양한 학생의 필요에 따라 유연하게 변화하고 있었다. 이는 기존 세계시민교육이 엘리트 주 대상으로 한다는 기존 비판적 논의를 재고하게 한다. 다섯째, 세계시민교육을 자발적으로 수행하는 교사들의 교육철학과 세계시민교육은 상호 보완적인 관계를 형성하고 있었다. 연구 참여자들이 가진 주도성과 적극성, 그리고 새로움에 대한 수용력은 세계시민교육의 정신과 닿아있기 때문에, 세계시민교육과 만났을 때 상승작용을 보여준다. 이처럼 세계시민교육과 교사의 철학은 상호 보완적 관계를 맺고 있으며, 교사들은 세계시민교육을 수행함으로 학생들을 세계시민으로 양성함과 동시에 교사들 본인의 전문성과 리더십도 심화할 수 있다고 볼 수 있다.
이와 같은 내용들을 종합해 보았을 때, 세계시민교육과 교사리더십이 교육과 사회 변화를 이끄는 주축으로 기능할 수 있음을 볼 수 있다. 세계시민교육은 교육 체계와 교육과정에 다양하고 광범위한 변화를 가져오는 핵심 역할을 하며, 이는 학생들이 다양한 현상을 이해하고 문제 해결 역량을 습득할 수 있는 학습 공간으로 학교가 전환되는 촉매 역할을 할 수 있다. 나아가, 교사들의 리더십은 세계시민교육을 실천하는 데 중추적인 역할을 하며, 학생들이 새로운 아이디어와 방법을 적극적으로 받아들이고 적용하는 데 필요한 자유를 제공하고 있었다. 이를 통해 보이는 교사 리더십과 세계시민교육의 조화와 상승작용은 교육 시스템의 질 향상 뿐 아니라 지속 가능한 사회 발전을 위한 기반을 마련하는 중요한 역할을 할 수 있다.

목차 (Table of Contents)

• I. 서론 ··················································································································1
• 1. 연구의 배경 및 목적 ·······························································································1
• 2. 연구문제 ·····················································································································5
• II. 이론적 배경 ··································································································7
• 1. 학교 개혁 주체로서의 교사 ···················································································7
• 가. 교사의 정체성 ·······································································································7
• 나. 학교 개혁과 교사리더십 ·····················································································8
• 다. 교사리더십의 개념 ·····························································································12
• 1) 리더십 ··················································································································12
• 2) 교사리더십 ··········································································································13
• 2. 변혁적 교육으로의 세계시민교육 ·······································································16
• 가. 세계시민교육과 세계시민성 ·············································································16
• 나. 전통적 시민교육의 한계를 극복하기 위한 개혁적 성격의 세계시민교육 ··········· 19
• 다. 한국의 정부 주도적(state-led) 세계시민교육 ··············································23
• 라. 한국 학교 현장에서의 세계시민교육 실천 현황과 어려움 ·······················25
• 마. 한국 교사들의 세계시민교육 실천 및 인식에 대한 선행연구 검토 ····· 27
• III. 연구방법 ·····································································································32
• 1. 연구설계 ···················································································································32
• 가. 질적 사례연구 ·····································································································32
• 나. 연구 참여자 선정 ·······························································································33
• 1) 연구 참여자 선정 절차 ····················································································33
• 2) 연구 참여자 특성 ························································································35
• 다. 자료 수집 및 분석 ·····························································································44
• 1) 자료 수집 ············································································································44
• 2) 자료 분석 ············································································································46
• Ⅳ. 연구 결과 ···································································································48
• 1. 변화의 배경: 학교 조직 환경과 교사들의 정체성 ··········································48
• 가. 변화하지 않는 학교현장의 한계 ·····································································48
• 1) 교사집단의 무력감 ····························································································49
• 2) 소통을 막는 학교문법 ······················································································53
• 3) 다양성과 변화속도에 대응하지 못하는 학교 현장 ····································56
• 나. 교사가 갖는 세계시민으로의 정체성 ·····························································63
• 1) 새로운 시도를 통해 학교 공동체의 변화를 시도하는 교사 ···················· 63
• 2) 세계시민성을 교육철학으로 삼고 실천하는 교사 ······································72
• 2. 변화의 시도와 영향력: 세계시민교육과 교사의 리더십 ································77
• 가. 나, 너, 우리를 위한 세계시민교육 ·································································78
• 1) 교사에게 날개를 달아주는 세계시민교육 ····················································78
• 2) 연대(連帶)하는 역량을 길러주는 세계시민교육 ·········································88
• 3) 문제 해결능력을 길러주는 세계시민교육 ····················································92
• 4) 학교 생활에 녹아있는 세계시민교육 ··························································101
• 5) 유연한 세계시민교육 ······················································································110
• 나. 학교 변화의 동력을 전파시키는 교사리더십 ·············································120
• 1) 학생은 미래의 동료 ························································································120
• 2) 학부모에게 학교라는 블랙박스 오픈하기 ··················································122
• 3) 밀어주고, 끌어주고, 함께하는 동료교사 ····················································128
• 4) 주저하는 리더십: 흩어지면 Leader, 모이면 Follower ····························138
• V. 논의 및 결론 ····························································································142
• 1. 연구결과 요약 ·······································································································142
• 2. 논의 및 결론 ·········································································································146
• 참 고 문 헌 ······································································································152
• ABSTRACT ····································································································163