초등학교 인성교육 실태 분석 - 근거이론 연구방법에 기초하여

Abstract

The purpose of this study is to analyze the actual state of character education in primary schools in the Republic of Korea. Two research questions framed this study, “What contents and methods are being used in character education in Korea?” and “What are the factors influencing the contents and methods of character education in Korea?” The grounded theory was employed to answer the research questions. This study demonstrated that individual teachers determined whether character education would be carried out or not in school. The teachers who carried out character education used different contents and methods in accordance with their own experiences and beliefs. To establish a theoretical model based on the Grounded Theory approach, this study chose teachers' confusion as a central phenomenon, which results from uncertainty about their curriculum, lack of training opportunities, etc. Also, this study found that character education was not implemented properly because in many cases cooperation with school administration and parents was either did not occur or was ineffective. Finally given these conditions, teachers conducted their own versions of character education based on their own individualized contents and methods while ignoring parents and government guidelines. It is notable that this study found that teachers tended to have high expectations regarding children’s character development within the home, and that parents’ socioeconomic status could also influence various aspects of character education as conducted by individual teachers.