미국의 인성교육 정책과 교사교육
Character Education Policy and Teacher Education in the U.S.
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본 논문의 목적은 우리나라보다 앞서 인성교육에 대한 관심이 대두되고, 현재 본격적으로 실시되고 있는 미국 인성교육의 역사와 현황, 목표와 방향, 성과와 저해요인 및 교사 교육에 대해 살펴보고, 미국의 인성교육 정책이 우리나라의 인성교육이 주는 시사점을 탐색하는 것이다. 미국의 인성교육이 갖는 특성들을 통해 다음과 같은 시사점들을 도출할 수 있다. 첫째, 정부가 중심이 되어 모든 것을 결정하는 방식보다는 지역이 처한 현실이나 상황에 맞게 운영할 수 있도록 각 시·도 교육청에 권한을 대폭 이양할 필요가 있다. 둘째, 교사들에 대한 연수 확대와 함께, 다양한 인성교육 프로그램, 자료 및 수업안 개발 등을 통해 보다 손쉽게 인성교육을 실시할 수 있도록 교사들을 지원하기 위해 교사들에 대한 연수 및 자료 제공 등 지원을 확대할 필요가 있다. 셋째, 우리나라에서도 초등학교의 경우 특히 더 일반 수업 시간 및 정규 활동 시간 중에 인성교육이 많이 이루어지기 때문에 교사 양성 과정에서 인성교육 강좌를 개설할 경우 학급경영이나 수업 방법 및 전략과 결합된 특화된 강좌를 개설할 필요가 있다.
Abstract
The purpose of the study is to examine the history and current status, purpose and policy direction, results and problems, and teacher education on character education in the U.S. Also, the study try to implications for the character education in Korea. For the purpose of the study, the researcher analyzed various papers and researches published in the U.S. The result suggests that the government needs to transfer the power on the character education to local government, so the local government formulate and implement its own character education policies based on its own conditions. In the process, parents and the community are needed to participate and contribute for more realistic policy-making and policy implementation. Second, teachers need to more help and supports for teaching core values and conducting character education. Teachers need more on-the-job training on the character education, and character education program, teaching materials and instruction plans. There will make teachers focus on the character education and instruction for core values Third, curriculums and subjects on the character education in teachers colleges need to be more directly related to the classroom management, methods and strategies of instructions, because especially in the elementary school, the character education is conducted in general classes and regular school activities.
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