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생태교육에 도전하는 역사교사들: 교사의 행위주체성을 중심으로

History Teachers Challenging Ecological Education: Focusing on Teacher’s Agency

강지영|김진아
교과교육연구소 (Research Institute of Curriculum & Instruction)|2024.08|교과교육학연구 (Journal of Research in Curriculum Instruction)|제28권 제4호|pp. 271-286|DOI 10.24231/rici.2024.28.4.271

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키워드

역사교사History Teachers생태교육Ecological EducationTeacher Agency사회적 실천교사의 행위주체성인간 중심성 극복부가적 접근Overcoming Anthropocentric WorldviewAdditive ApproachSocial Activism

초록

본 연구에서는 생태교육에 관심을 가지고, 이에 대한 수업을 실천하고 있는 역사교사들의 인식과 수업 사례를 살펴보았다. 생태교육에 관심을 가지고 있는 역사교사 4명을 목적 표집하여 심층 면담을 통해 이들의 생태교육에 대한 정의, 수업의 지향과 목적, 생태교육과 역사교육을 접목하는 방식에 대해 알아보았다. 연구에 참여한 역사교사들은 인간 중심의 세계관에서 벗어날 것을 강조한다는 점에서 생태교육을 기존의 환경교육과 구분하였다. 수업 사례를 보면, 교사들은 기존의 교육과정에 생태교육과 관련된 내용을 추가하거나 기존의 역사 서사에 생태적 요소를 더하는 방식의 부가적 접근을 취하고 있었다. 그러나 역사 학습을 바탕으로 학생들의 실천을 독려하는 문제에 대해서는 주저하는 모습을 보였고, 실천을 강조하더라도 학생 개인이 일상에서 행할 수 있는 개인 수준의 실천을 강조하였다. 이와 같은 교사들의 인식과 수업 실천은 행위주체로서의개별 교사가 자신을 둘러싼 사회문화적 환경과 상호작용한 결과로 이해될 수 있다. 이러한 논의를 토대로 본 연구에서는 생태교육을 발전시켜 나가기 위해서는 교과교육 및 교사의 역할에 대한 교육적 담론 및 사회적 담론 자체를 바꾸려는 노력이 선행되어야 함을 강조하였다.

Abstract

This study investigated the perspectives and teaching practices of history teachers interested in ecological education. Through in-depth interviews with four history teachers, the research explored how they define ecological education, and looked into their teaching goals, and their methods of integrating it with history education. The findings indicated that these teachers distinguished ecological education from traditional environmental education by emphasizing the need to move beyond an anthropocentric worldview. In their teaching approaches, the teachers either incorporated ecological topics into the existing curriculum or added these elements to traditional historical narratives. Aiming to develop transformative individuals, however, the teachers hesitated to encourage social activism, instead emphasized individual actions that students could take in their daily lives. This study suggests that advancing ecological education requires efforts to change the educational and social discourse surrounding the history curriculum and the role of teachers. This shift is necessary to better support the integration of ecological principles into educational practices.

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