교육복지와 학교의 역할: 교육복지투자우선지역 지원사업을 중심으로

Abstract

This study tried to identify the concept of 'education welfare' and the view of the scope of school education which teachers have in the school context. For this purpose, I interviewed teachers, students, parents, and other school staffs and observed the programs of the two schools which are implementing the Education Welfare Priority Zone Plan. The word, 'education welfare' is used as a synonym with the Education Welfare Priority Zone Plan in these schools. The school members understand the meaning of 'education welfare' as the supports for disadvantaged groups who are short of parents' supports. They emphasize that education welfare is just not the supports for financial or academic deficiencies, but the establishment of close relationships between teachers and students. Teachers can find the real needs of students and try to search for ways of providing whole supports for the students within close relationships with them. Teachers say that is "the same role as mom." There are two groups of teachers in the schools with different views of the scope of school education. One group is the teachers who think education welfare should be the main part of school education even though most schools did not have to function in this capacity in former days. Other teachers insist that they should focus on teaching school subjects in classroom. Even though there are two different views about education welfare in each school, the Education Welfare Priority Zone Plan has been implemented on the view of the personnel who have had the main role in each school. In the future, instead of limiting their roles to just following the national curriculum, schools need to expand the scope of their education based on the better understanding of the lives of the students.