교육과정 컨설팅을 통한 교사교육과정 개발 실행연구

Action Research on the Development of Teacher Curriculum through Curriculum Consulting

본 연구는 교육과정 컨설팅에 참여한 초등교사들의 교사교육과정에 대한 인식을 살펴보고, 초등학교에서 교사교육과정의 구현방안과 발전방향을 모색하는데 목적이 있다. 이를 위해 교육과정 컨설팅을 희망하는 초등학교를 선정하여 한 학기에 걸쳐 교사교육과정 개발을 실행하였으며, 연구의 최대편차를 극대화하기 위해 ‘의도적 표본추출’ 방법을 통해 교사학습공동체 중심의 숙의모델과 개별참여교사 중심의 상황모델로 구분하여 성찰일지와 인터뷰 자료를 주제별로 분류하였다. 또한 교사교육과정의 개발체계를 계획수립, 구조화, 구체화, 정교화, 나눔 및 확산단계로 마련하고 개발에 대한 참여교사들의 집단적 숙의과정을 기록하여 교사실천 및 성장과정을 분석하였다. 분석결과에 따르면, 숙의모델 참여교사들은 교사교육과정을 학교공동체가 함께 만들어가야 할 협치개념(governance)으로 인식하고 있었으며, 상황모델 참여교사들은 교사가 실질적으로 교실에서 실행해야 할 통합개념(integration)으로 인식하고 있었다. 특히 참여교사들은 성취기준을 재구조화하여 지역과 학교, 교실과 학생특성을 반영한 교사수준의 교육과정을 개발하고 있었다. 또한 교사교육과정의 핵심개념과 원리, 일반화된 지식을 빅아이디어(big ideas) 중심의 학습요소로 선정하고 조직함으로써 이해중심 교사교육과정을 실행하고 있었다. 즉, 참여교사들은 협치와 통합을 바탕으로 교사교육과정을 논의하고 교육과정 자료 개발자로서 그 가치와 확장에 대해 비판적으로 고찰하고 있음을 알 수 있었다.

The purpose of this study is to examine the perceptions of elementary school teachers who participated in curriculum consulting on teacher curriculum and to explore ways to implement the teacher curriculum in elementary schools and the direction of its development. To this end, elementary schools that wished for curriculum consulting were selected and a teacher curriculum was developed over a semester. In order to maximize the maximum deviation of the research, the ‘intentional sampling’ method was used to classify the deliberative model centered on the teacher learning community and the contingency model centered on the individual participating teachers. Then the reflection journals and interview data were classified by subject. In addition, the system for developing the teacher curriculum was divided into the stages of planning, structuring, materialization, elaboration, sharing, and spreading, and the process of the teachers’ practice and growth was analyzed by recording the collective deliberation process of the teachers participating in the development. The analysis results show that the teachers participating in the deliberative model recognized the teacher curriculum in terms of a governance concept that the school community should work together to create. Furthermore, the teachers participating in the contingency model recognized it in terms of an integration concept that teachers should actually carry out in the classroom. In particular, participating teachers restructured achievement standards and developed a teacher-level curriculum that reflected the characteristics of the region, school, classroom and students. In addition, they were implementing the understanding-centered teacher curriculum by selecting and organizing the core concepts, principles, and generalized knowledge of the teacher curriculum as learning elements centered on big ideas. In other words, it was found that the participating teachers were discussing the teacher curriculum based on governance and integration and critically considering its value and expansion as curriculum material developers.