교육 책무성 정책에 의한 교직변화에 대한 구조적 분석
A Structural Analysis of the Influence of Educational Accountability Policy on the Teaching Profession
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이 논문은 번스타인, 푸코 및 뒤르껭 이론을 활용하여 책무성 정책에 의한 교직변화에 대한 구조적 분석을 하는데 목적이 있다. 이를 위하여 번스타인, 푸코 및 뒤르껭 개념들에 터해 책무성 정책 집행의 역사성, 정책 속에 내재된 통제 수단과 교직변화 양상 등을 탐색하였다. 연구방법은 문헌분석과 델파이 및 서베이 조사를 활용하였다. 분석 결과, 책무성 정책의 교직변화에 따른 구조적 분석에 관한 문헌분석 내용과 이에 대한 전문가와 교사들의 타당성 검증은 거의 일치하였다. 책무성 정책은 구체적이고 명시적인 평가 기준과 절차, 비교․평가․분류․제재 등의 통제기제를 지닌 집합형 패턴을 지니고 있으며 이로 인해 교직은 유기적 연대 속성에서 점차 기계적 연대 속성을 지닌 곳으로 변화하고 있음이 확인되었다. 한편, 전문가들과 교사들은 책무성 정책들에도 불구하고 교직을 여전히 단기간에 걸쳐서 직접적이고 가시적인 통제와 평가가 어려운 곳, 상호 조언과 협력을 기반으로 하는 전문가조직, 다양한 성과 목표와 모호한 결과를 지닌 곳으로 인식하고 있다. 이러한 점에서 직접적이고 가시적 평가, 구체적인 기준에 의한 외부평가 그리고 교직에 대한 급진적 변화 유도 등을 강조하는 책무성 정책 집행은 재고의 여지가 있다.
Abstract
Korean educational accountability policies were derived from the 5.31 Education Reform oriented to school effectiveness and the quality instruction through teacher professionalism enhancement. The policies are included school evaluation, teacher evaluation, national assessment of educational achievement, and educational institution information disclosure. This paper is to analyze the influence of educational accountability policy on the teaching profession from the Bernstein's, Foucault's, and Durkheim's perspectives. The researcher used literature review, and Delphi and Survey techniques for drawing on the regularities and patterns of teaching profession change under accountability policy. The accountability policies drive the teaching profession to direct to collection code related to the explicit, visible, tightly-coupled observation, evaluation, and supervision. So, the teaching profession has become more homogeneous and normalized because schools and teachers try to fit for the predestinated performance standards and guidelines for escaping from the special measures or the harsh sanctions. As a result, teaching profession has turned from loosely-coupled organic solidarity to tightly-coupled mechanical solidarity. However, professionals and teachers tend to consider the teaching profession featuring organic solidarity based on integrated code. It is significant that accountability policy needs to be oriented to professional accountability.
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