교사들의 지식공유 및 전문성 향상을 위한네트워크 기반 실천공동체의 발달과정: 인디스쿨 사례연구
The Development Process of Network-Based Community of Practice for Teachers' Knowledge Sharing and Expertise Development: A Case Study of Indi-School
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초록
본 연구는 교사들 간의 일상적 지식공유 및 전문성 향상을 위한 네트워크 기반의 실천공동체가 어떻게 생성, 성숙, 변화하는가에 대한 발달과정을 규명하고, 이를 바탕으로 네트워크 기반의 실천공동체(Communities of Practice: CoP) 활성화방안 탐색을 목적으로 한다. 이를 위하여 본 연구는 국내 초등 교사들이 온라인상에 자생적으로 형성한 대표적인 분산 실천공동체(Distributed CoP)라 할 수 있는 ‘인디스쿨’을 연구사례로 선정하여 6개월간에 걸쳐 질적 사례연구를 수행하였다. 자료수집방법은 심층면접, 참여관찰, 내용분석을 함께 사용하였다. 심층면접은 ‘인디스쿨’의 주요 운영자들을 대상으로 실시되어졌으며, 인디스쿨 온라인 사이트에 대한 ‘관찰자로서의 참여관찰’이 수행되어졌으며, 마지막으로 인디스쿨 사이트 내에 존재하는 게시물 및 활동자료에 대한 내용분석을 실시하였다. 주요 연구결과로써 인디스쿨의 발달과정을 잠재기, 결합기, 성숙기, 유지기의 네 가지 단계로 구별하여 각 단계별 공동체 핵심사건(critical incident)을 중심으로 심층 기술하였다. 그리고 ‘나눔에의 열정 발견과 공동체를 향한 상상(잠재기)’, ‘공동체 신뢰형성과 지식공유의 가치발견(결합기)’, ‘공동체 주인의식의 고양(성숙기)’, ‘초기정신과 새로운 혁신간의 긴장(유지기)’과 같은 발견주제(emerging theme)를 중심으로 발달과정이 해석, 논의되어졌다. 마지막으로 이러한 발달과정에 대한 심층기술을 근거로 네트워크 기반 실천공동체의 인위적 설계ㆍ운영이 아닌 자생적 육성ㆍ지원을 위한 시사점이 논의되어졌다.
Abstract
The purpose of this study was to explore the development process of the network- based community of practice for teachers' informal knowledge sharing and expertise development. In this study, the case for the network-based community of practice was Indi-School, which is an online community for elementary teachers' knowledge sharing in Korea. Indi-School has been growing to an enormous community including 130,000 teachers of total 160,000 elementary teachers in Korea since it was founded on December, 2000. The data collection methods were in-depth interviews about 4 community leaders including a community founder, participatory observation about online community activities, and content analysis about artifacts uploaded by community members. The research results describe the development process of IndiSchool as a community of practice for teachers. The development process was categorized into the four stages: incubation stage, integration stage, maturation stage, and maintenance stage. The incubation stage was described and discussed as the process of 'discovering the fashion for sharing and imaging the community future', the integration stage as the process of ‘building community trust and showing the value of community knowledge sharing’, the maturation stage as the process of ‘growing up the community ownership’. Lastly, the maintenance stage was described and discussed under the theme of ‘ongoing tensions between initial vision and new innovation’. Finally, based on the research results about the development process, the study proposed some implications about the supportive strategies in cultivating network-based communities of practice for teachers' knowledge sharing and expertise development.
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