기독교 대안학교 졸업생들의 교육성과에 대한 질적 연구 - 딜레마 내러티브 분석을 중심으로 -

Abstract

The purpose of this study is to analyze dilemmas among Christian alternative school graduates. Christian alternative school movement has actively developed in Korea over 15 years cultivating Christian worldview education, Christian humanism, and Christian academic excellence. The previous studies relating Christian alternative school movement have mostly focused on positive achievements of the schools. However, in this study, the researcher studied some dilemmas by analyzing negative narratives of 11 Christian alternative school graduates through qualitative research method. Research method was qualitative study using both focus group interview and depth interview. The researcher contacted to Christian alternative school graduates and interviewed with 11 graduates. Based on the interview, the researcher drew 5 dilemmas as a result of this study. First dilemma was “dualistic Christian worldview.” The participants answered that they did not have an integrated Christian worldview which focused on the Bible and the life itself. Second dilemma was “imbalance of Christian + Alternative + School.” The participants indicated that their school had an imbalanced curriculum, so that they could not achieve balanced education in the school. Third dilemma was “incompleteness of learner-centered education.” The participants complained that they were not considered as an unique individual learner in his/her learning. Their individual characteristics were not considered by their teachers. Fourth dilemma was “revealing personal secret.” The participants wanted to make a close personal relationship with their teachers through counseling. However, their personal secrets were not protected by their teachers. Fifth and the last dilemmas was “relationship issue after graduation.” They have gone through some difficulties in the relationship with their friends in the different communities after graduation. Based on the analysis, the researcher suggested 5 Christian educational implications. First, Christian worldview education should be actively educated. Second, a balanced curriculum is needed. Third, a learner centered education system should be established. Fourth, counseling competency of Christian alternative school teachers should be enhanced. Fifth and the last, culture adaptability with positive relationship should be established.