생태전환교육의 학교전체적 접근 분석

Abstract

This study analyzed the ecological transition education practices of six schools participating in the Eco-School project, adopting a whole-school approach to derive implications for effective implementation of ecological transition education. Interviews, both face-to-face and written, were conducted with school administrators and environmental education instructor regarding the operation of Eco-Schools. The analysis revealed that the visions and goals of the participating schools were well-suited for ecological transition education, contributing to the revitalization of school education through the achievement of Eco-School operational goals. The curriculum of the participating schools was systematically reorganized to reflect the significance of ecological transition education and was effectively implemented. However, the professional expertise of teachers in ecological transition education was found to be low. Some schools lacked professional learning communities, and even where such communities existed, they were not actively operated. In terms of school operation and organization, there were deficiencies in democratic participatory management, feedback and monitoring systems, and maintaining the continuity of the project. Overall, while the six participating schools excelled in the practical implementation of ecological transition, there were significant shortcomings in external cooperation and dissemination.