이 글에서는 영국교사교육과정과 영국교육정책사회학의 발전과정을 다음과 같이 살펴보았다. 첫째, 1950~1970년대 초반까지의 교사교육과정의 도입과 교육정책의 이론의 제공 단계, 둘째, 1970년대 후반에서 1980년대 초반까지의 교사교육과정의 쇠퇴와 연구주제와 관점의 다양화 단계, 셋째, 1980년대 후반이후의 영국교육정책사회학의 발달과 영국교육사회학의 학문적 정체성에 대한 논쟁 단계이다. 특히, 1980년대 후반부터 영국교육사회학의 논쟁적 흐름의 분석을 통해, 한국교육정책사회학의 가능성을 확인하고, 사회학 이론을 계발하고 발전시키는 일의 중요성을 다시 한번 숙지하게 된다.
This study analyzes the British teacher education courses and the British sociology of education policy at three phases. At the first phase during 1950s-the early 1970s, the demand for the sociology of education in the teacher education courses increased and the sociology of education researches provided theoretical base for education policy-making. At the second phase during the late 1970s-the early 1980s, the sociology of education from the curriculum of teacher education was removed, but theoretical base and research subject were diversified. At the third phase since the late 1980s, the British sociologists of education developed the sociology of education policy, while identity crisis of the sociology of education was under debate. Specially, making an analysis of disputes about the legitimacy of the sociology of education since the late 1980s, we confirm the possibilities of the Korean sociology of education policy and keep in mind importance of consolidating the sociological base.