교사의 행위주체성과 전문적 학습공동체 활성화를 위한 교육과정적 조건 탐색 : IB의 탐구기반 교수학습의 특징을 중심으로*
Exploring curricular conditions for enhancing teachers' agency and professional learning communities : Focusing on the inquiry-based teaching and learning features of the IB
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초록
미래 교육의 새로운 학습관과 변화된 지식관은 탐구 중심의 역량을 함양하는 교육에 대한 높은 기대와 함께 교사의 역할 변화를 요구하고 있다. 학습자 중심의 유연하고 개별화된 교육과정을 구현하는 동시에 학습자의 성장을 지원하기 위해 변화된 교사의 전문성에 대한 이해와 개발이 필요하게 되었다. 특히 최근 교사의 행위주체성은 새로운 교사의 역할과 정체성을 함축하고 있으며 이러한 교사의 실천을 지원하는 것으로서 전문적 학습공동체에 주목하고 있다. 본 논문에서는 이러한 배경에서 IB 프로그램에서의 교사 전문성 개발을 위한 전문적 학습공동체의 활용 방식에 주목하고자 하였다. 이를 위해 IB MYP의 교수학습 설계 원리에 초점을 맞추어 교사의 자발적 참여를 기반으로 한 전문적 학습공동체 참여의 조건을 분석하였다. 분석 결과, IB 프로그램에서 전문적 학습공동체의 실천을 촉진하는 조건으로 개념과 세계적 맥락을 활용한 교과 통합 수업의 설계, 조정을 통한 평가 표준화 방식을 확인할 수 있었다. 이러한 특징은 다음과 같은 함의점을 갖는다. 첫째, 교사의 전문적 학습공동체는 추상성과 구체성 사이의 의미를 합의해 가는 실천의 과정이었다. 둘째, IB의 분명한 목표와 기준의 제시는 공동체의 비전이 되어 교사들의 공동체성을 촉진하는 동력이 되고 있었다. 셋째, IB MYP는 프로그램 내적 요소 간의 연결과 통합을 통해 교육의 목표와 문화, 교사 정체성을 확립해 나가고 있었다. 이러한 연구 결과는, 미래 교육에서 개별성과 보편성이라는 두 가치의 공존가능성과 관련하여 교육과정과 평가의 방향성에 의미 있는 시사점을 줄 수 있을 것이다.
Abstract
The new learning perspective and the changed knowledge perspective of future education demand a change in the role of teachers along with high expectations for education for fostering inquiry-centered capabilities. In order to implement a learner-centered, flexible, and individualized curriculum while supporting the growth of learners, it has become necessary to understand and develop the changed professionalism of teachers. In particular, the recent subjectivity of teachers implies a new role and identity of teachers, and professional learning communities are being paid attention to as support for such teacher practices. In this paper, we focused on the method of utilizing professional learning communities for teacher professional development in the IB program against this background. To this end, we analyzed the conditions for participation in professional learning communities based on teachers’ voluntary participation by focusing on the principles of teaching and learning design of the IB MYP. As a result of the analysis, we were able to confirm the design and adjustment of integrated classes utilizing concepts and global contexts as conditions for promoting the practice of professional learning communities in the IB program, and the standardization of assessment through coordination. These characteristics have the following implications. First, the professional learning community of teachers was a process of practice that agreed on the meaning between abstraction and concreteness. Second, the presentation of clear goals and standards of the IB became a vision of the community and served as a driving force to promote the sense of community among teachers. Third, the IB MYP was establishing the goals and culture of education and the identity of teachers through the connection and integration between the elements within the program. These research results can provide meaningful implications for the direction of the curriculum and evaluation in relation to the possibility of coexistence of the two values of individuality and universality in future education.
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