STEAM 교육 정책 운영 초등 교사들의 인식 조사: 교과(융합) 교육에 대한 함의

Abstract

Purpose of this study is to present a plan for the successful implementation of the STEAM education policy based on teachers’ perception of it. In order to accomplish this purpose, teachers who participated in the “2016 STEAM Education Professional Teacher Training Course” were involved in in-depth interviews based on the discussion of Coombs (1980). This discussion was categorized five types of policy noncompliance as “Communication-oriented, Resource-oriented, Policy-oriented, Behavior-oriented, and Authority-oriented”. After the interview, the recordings were analyzed inductively. Analysis of the interview data revealed that the teachers had negative perceptions in all areas from the policy goal to the behavior. It was confirmed that many improvements were needed in order to activate STEAM education. The conclusions of the teachers’ perception survey were as follows. First, for the correct implementation and spread of the STEAM education policy, there is a need to prioritize the establishment of the education model and achieve a consensus among scholars. Second, in order to succeed in the implementation of the STEAM education policy, it is necessary to change the policy structure to an interactive policy structure that revising and supplementing the policy by receiving feedback from teachers. Third, a training program should be developed to expand the collective training in regions by allocating budgets and specialists. Training programs that can be applied practically to classes should also be developed. Fourth, there needs to be an incentive policy, such as holding a “STEAM program production contest,” with prizes for the contest winners. And Teacher study groups should be increased to produce programs that are applicable to the field. Fifth, the achievement standards and evaluation methods related to STEAM education should be clarified. Teachers should be provided with teaching methods and guidance in textbooks and guides so that they can understand how STEAM classes are taught. Sixth, a budget should be set at each school district and at the school level to enable the establishment of STEAM education execution conditions. STEAM education should be recognized as a national policy by teachers. Seventh, there is a need to strengthen and complement STEAM’s website management for publicity and dissemination.