초등교육의 변화에 대응하는 교육행정의 역할과 과제

Abstract

This study analyzed the changes in primary education at the school level since 1995. Over the past quarter-century, the number of students per class has decreased considerably, and in this respect, teaching conditions have significantly improved. Moreover, the previous study of elementary school work has been centered on curriculum implementation; however, practices of teaching and evaluation have significantly changed. Teaching oriented toward knowledge transfers has changed, being replaced by a teaching- and learning-centered approach that focuses on experience and discussion. Performance appraisal is the most common form of student appraisal, replacing paper-and-pencil appraisal. As teaching and evaluations have changed, various teaching- and learning-related activities, such as field experiences and training activities have been increasingly conducted in schools, and new activities, such as after-school and child care, educational informatization, and school violence have been enacted in schools. Furthermore, the number of educational support personnel has considerably increased as the work of schools has diversified. A general social trend toward heterogeneity and stratification of faculty and staff has been observed. Many of these changes in elementary schools and primary education pose novel challenges. In the context of growing inequality in education, it has become necessary to pay attention to the impacts of new types of evaluation, such as generalized, experience-oriented, discussion-oriented classes, and process-oriented evaluation related to social class. The social stratification and fragmentation of the faculty and staff suggest restructuring the faculty structure and their work. New tasks are constantly being added to schools, and many of these must be carried out in cooperation with the local community. However, many teachers are working to promote the “essence of education,” resisting the transformation of schools into schools that function within their community. This is an important factor of tension inherent in primary education today.