수업을 중심으로 한 ‘배움의 학교공동체’ 형성에 관한 연구: 부산 B초등학교를 중심으로 = A study on building a school community centered on improving classroom instruction

다국어 초록 (Multilingual Abstract)

This is a case study employing action research on building a school community. The purpose of this study is to investigate the possibilities and limitations of building a school community by reforming classroom instruction, the teacher meetings and parents participation.
The results of this study are summarized as follows.
First, the possibilities of building a school community centered on reforming classroom instruction could be found in 1) the improvement of the school members' sense of school community and school communal activities, 2) the possibility of the formation of classroom culture based on community-oriented learning, 3) the possibility of the discours about learning and caring become as the core of school culture, and 4) the possibility of the formation of school-parents community based on parents participation.
Second, the limitations of building a school community come from some problems. These problems involves in 1) the question whether the practice of reforming the classroom instruction and the teacher meeting could be continued without merit points 2) the traditional perspectives and practice to the classroom instruction and teacher meetings, 3) political pressures like 'teaching competition' come from educational administration offices, and 4) the shortage of understanding of school members about parents participation.

국문 초록 (Abstract)

본 연구는 수업중심의 학교공동체 형성에 관한 실행연구다. B초등학교의 ‘수업을 중심으로 한 학교공동체 형성’은 다음의 세 가지 주요한 활동으로 구성된다. 첫째, 공동체적 수업실천, 둘째, 수업공개와 수업협의회. 셋째, 학부모의 학습참가이다. 2년의 연구기간 동안 공동체적 배움의 교실문화 형성, 배움에 관한 대화가 학교문화의 중심을 차지할 가능성, 학교와 학부모 간의 교육공동체의 가능성을 확인할 수 있었다. 그러나 동시에 한계도 발견하였다. 그것은 수업과 수업협의회에 대한 인식과 관행, 수업대회와 같은 교사비교정책의 문제 등에서 파생된 것이었다.

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