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푸코 관점에서 본 교육책무성 정책에 의한 교직변화에 대한 교사들의 인식

Teachers' Perception of the Effect of Korean Educational Accountability Policies on Teaching Profession Change from the Foucault's Perspective

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주제분류교육학

초록

이 연구는 푸코의 관점에서 책무성 정책에 의한 교직변화에 대한 교사들의 의식을 탐색하였다. 이 연구는 푸코의 ‘감시와 처벌’(1977)에서 제시된 규율과 팬옵티콘 아이디어를 활용한 문헌분석에 터한 실증적 분석을 실시하였다. 분석 결과, 교사들은 교직이 책무성 정책에 의한 비교, 감독, 평가 등의 기제들에 의해 관료조직으로 변해가고 있고, 이에 따라 일상화되고 표준화되는 경향이 있다고 인식하고 있었다. 그러나 교사들은 여전히 교직을 이완조직과 전문조직으로 인식하고 있었다. 이런 점에서 책무성 정책은 참된 교육과 옹호 리더십 실현을 위하여 행정적 접근과 전문적 접근의 조화가 필요할 것이다.

Abstract

This paper is to explore how the teaching profession has been changed by educational accountability policies from Foucault’s ideas coupled with Discipline and Punish (1977). The evidences based on literature review and survey indicate that Korean teaching profession has become more normalized, compared, supervised, homogeneous, and punished due to the explicit, tightly-coupled, visible evaluation and performance management. As a result, teachers feel that teaching profession has been normalized, compared, homogenous, evaluated, and punished. Therefore, educational accountability policies need to balance administrative and professional approach for authentic pedagogy and advocacy leadership.

참고문헌 (49)

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