초등학교 텃밭 가꾸기 교사 연수의 방향성 탐색

Abstract

The purpose of this study was to examine the orientation of gardening training for elementary school teachers, focusing on biodiversity, and how to activate the diversity of gardening with native plants in the school garden. There were a total of nine participants in the study, including high-career teachers with experience in training, young teachers with less than five years of appointment, and elementary school teachers majoring in environmental education with the data being collected through interviews and analysis of existing research. The results of the study were as follows:First, the current status of training courses related to garden for elementary school teachers and the need for training accordingly. Biodiversity training for elementary school teachers was rare even after environment education training. Gardening was included as a small portion of this training with the main focus being on gardening skills. Since the elementary school curriculum must distributed basic knowledge and concepts about biodiversity throughout many subjects, it is difficult to emphasize biodiversity without teacher intention and professional knowledge, therefore, it is essential to enhance teachers' environmental sensitivity and professionalism which can be achieved by expanding the gardening training of elementary school teachers. Second, training teachers in gardening has great environmental and educational implications. In terms of urban biodiversity and ecological well-being, gardens are a great place to provide environmental education such as sustainability and biodiversity education in elementary schools, where environmental education is not a separate subject. Gardening education can be a good means of environmental education, and could also be linked to promoting and educating students of mental health and well-being. Third, the direction of the training for the gardening teachers in elementary schools centered on environmental education was explored. It was hoped that the purpose of the training, improvement of the contents system and training method, implementation of the training materials, administrative and institutional aspects of the training policy, and the basic data of the gardening training program centered on environmental education for elementary school teachers would be helpful for the development of environmental education. It is not too much to repeat the importance of environmental education several times, but at present, environmental education training is extremely insufficient compared to its necessity. Additionally, the current school gardening training is emphasized in the technical aspect of gardening, and now it is time to change the focus. It can be a very appropriate means to cultivate students’ environmental literacy rather than simply focusing on knowledge of the environment. If we provide elementary school teachers faithfully with the training of gardening centered on environmental education, we will be able to provide environment education to elementary school students very effectively.