교대생들의 학교생활 문화에 관한 사례연구 : J 교육대학교를 중심으로

정윤경(Yunkyoung Chung),서유진(You-jin Seo) 한국질적탐구학회 2021 질적탐구 Vol.7 No.4

본 연구는 사례연구 방법을 통해 J 교육대학교 학생들의 학교생활 문화를 살펴보고 분석하였다. 총 7명의 J 교육대학교 학생들을 대상으로 학교 및 학과 선택, 수업 활동, 학교 내 활동, 학교 외 활동 영역으로 분류한 반구조화된 질문지를 통해 면담하였다. 면담을 통해 수집된 자료는 Merriam(2009)의 순차적, 순환적 자료분석 방법을 통해 분석하였고, 최종적으로 4개의 주제, 8개의 범주, 60개의 의미 단위가 도출되었다. 도출된 4개의 주제는 1) 편안한 현재 그리고 안정적인 미래를 꿈꾸며, 2) 수업은 No, 임용은 Yes, 3) 우물안 개구리, 교대생, 4) 이렇게 살아도 되나?:좋은 교사가 되기 위한 변화이다. 본 연구에서 도출된 주제, 범주, 의미단위를 토대로 교대생들이 올바른 인성과 교직에 대한 신념과 사명감을 갖춘 초등교사로 성장하기 위한 초등교원 양성체제의 변화의 필요성과 개선방향, 정책적 시사점 등을 논의하였다. As a case study, this study analyzed school-life culture of students in J university of education. The researcher interviewed a total of 7 students of J university of education using semi-structured questions about choice of university and major, class participation, and activities inside and outside of the school. The interview data were analyzed based on the circulational and sequential method by Merriam(2009) and then identified 4 themes, 8 categories, and 60 meaningful units. The identified 4 themes are 1) hoping for comfortable present and a stable future, 2) no to class but yes to teacher-qualification test, 3) a student of a university of education, being a big frog in a small pond, 4) am I doing alright? ?: changes to be a good teacher. Based on these results, discussion was made on the changes and directions for appropriate teacher education systems to nurture ‘a good teacher.’

교육의 학습화 시대, 가르침의 의미와 교사 역할 재고

정윤경(Yunkyoung Chung) 한국교육사상학회 (구 한국교육사상연구회) 2023 敎育思想硏究 Vol.37 No.2

학습과 학습자에 초점을 두고, ‘교육’ 대신 ‘학습’이 사용되는 경향이 나타난다. 이것을 ‘교육의 학습화’라고 부르기도 한다. 본 연구목적은 학습화 시대, ‘학습’이라는 의미로 전부 환원되지 않는 교육(가르침)의 의미를 탐색하고, 교사 역할을 재고하는 것이다. 연구내용은 다음과 같다. 첫째, 학습화의 의미, 학습화의 등장 배경과 문제점을 살펴보고, 구성주의에서 본 학습과 학습자의 의미를 비판적으로 논의하고, 대안적인 주체(학습자) 의미와 자아-세계 관계 방식의 가능성을 탐색하였다. 둘째, 학습으로 전부 환원되지 않는 가르침의 중요성을 강조하고, 기존의 교사 주도의 일방적 교육으로 회귀하지 않을 수 있는 가르침의 의미를 탐색하기 위해, Levinas의 타자 철학에서 본 가르침의 의미를 살펴보았다. 그리고 이러한 가르침을 실천하는 교사 역할을 논의하였다. 연구 결과는 다음과 같다. 가르침은 학습으로 전부 환원되지 않으며, 가르침의 의미는 주체를 넘어선 ‘초월’의 차원을 포함하는 것이다. 교사 역할은 학습환경의 조성자나 학습 코디네이터 역할로 한정되는 것이 아니라, 세계를 보여줄 수 있도록 책임과 권위를 갖고 가르치는 것이다. This study aims to explore the meaning of education (teaching) that is not entirely reduced to the meaning of “learning” in the era of learnification and to reconsider the teacher's role. The research contents are as follows. First, the meaning of learnification, the background of its emergence, and its issues are examined. Additionally, the meaning of learning and learners as seen in constructivism is critiqued, and the meaning of alternative subjects (learners) and the possibility of a self-world relationship method are explored. Second, to emphasize the importance of teaching that is not completely reduced to learning and to explore the meaning of teaching that cannot revert to the existing teacher-led unilateral education, the meaning of teaching as seen in Levinas’ philosophy of the alterity is examined. Moreover, the role of teachers who practice these teachings is discussed. The results of the study are as follows. Teaching is not entirely reduced to learning, and the meaning of teaching is to include the dimension of “transcendence” beyond the subject. The role of a teacher is not limited to the role of a creator of a learning environment or a learning coordinator, but includes teaching with responsibility and authority to show the world.

비대면 ‘교육철학’ 교수 경험에 관한 셀프 내러티브 : 관계적 실천으로서 가르침의 의미 성찰을 중심으로

정윤경 ( Chung Yunkyoung ) 안암교육학회 2021 한국교육학연구 Vol.27 No.2

This study was a self-narrative about experiences on the first non-face-to-face teaching of “philosophy of education”. The purpose of this study was to reflect on the first experience of teaching ‘Philosophy of education’ of a teacher educator and philosopher of education who has emphasized ‘education as an encounter’ and ‘teaching as a relational practice.’ The research method used a self-narrative that could well reveal an individual's experience on a specific subject. The results of this study showed a four-step process of change. ①Self-assertion stage: denying the non-face-to-face education situation and asserting the importance of face-to-face encounters in education ②Self-contradiction stage: emphasizing the teacher-student relationship, but paradoxically, revealing anxiety and fatigue in the changes in class due to the relational and reciprocal teaching ③Self-changing stage: trying to do what is possible under the changed conditions of 'non-face-to-face' ④To empathize and become a learner stage: sympathizing with the student’s daily life in the covid19 and seeing the students’ difficulties on ‘philosophy of education’ class through the learner's experience of taking a special lecture on pedagogy. Through the above research results, the following implications were discussed. First, reaffirming the importance of encounters and communication in education and discovering the various possibilities of communication in education, second, emphasizing the dimension of teaching and education beyond the knowledge transmission, third, recognizing teaching as a relational practice as fulfilling responsibility for the other(students), fourth, the role of teacher educators for relational practice were discussed.

교육학의 포스트휴머니즘 수용과 포스트휴먼 감응교육 탐색

정윤경 ( Chung¸ Yunkyoung ) 한국교육철학학회 2020 교육철학연구 Vol.42 No.4

The purpose of this study is to examine the necessity of the reception of posthumanism in education and to explore posthuman affect education. To this end, Chapter II examines posthuman conditions and the emergence of posthumanism by raising unfamiliar questions; Chapter III examines the necessity and the possibility of posthumanism in education and educational research from the perspective of posthumanism. Based on this, Chapter Ⅳ discusses the necessity of posthuman sensitivity, the meaning of posthuman affect education, and the changes having made in education toward posthuman affect education. Furthermore, it discusses the conditions necessary to realize a posthuman affect education. ‘Posthuman affect education’ refers to education that responds to changes triggered by posthuman conditions. The concept of ‘affect’ based on Gilles Deleuze's thoughts is effective in explaining the connections with unfamiliar beings and variations in the continuing process of becoming. Posthuman affect education, first of all, reveals becoming and interrelated education, overcoming developmentalism that emphasizes the prosperity of an individual subject as an isolated entity. Second, by considering the active role of objects(devices), meanings of learners and teaching-learning activities are to be extended. Third, while posthuman affect education takes into account the activeness of things(technology), it also allows us to affect to potential consequences that are yet to be realized. Therefore, posthuman affect education calls again for critical reflection on ‘interrelationships.’ Fourth, by acknowledging the possibility of unintentional accidental education, posthuman affect education presents possibilities to respond to the complexity of and diversity in education, which can hardly be captured by universal and standardized theories. Finally, posthuman affect education, instead of presenting the confidence that education can be explained in a causal relationship with limited variables, suggests that education be dedicated in creating something new in the process of becoming by encountering the unfamiliar and heterogeneous diversities.

“자유학기제”의 개혁적 의미와 과제

정윤경 ( Chung Yunkyoung ) 한국교육철학학회 2016 교육철학연구 Vol.38 No.4

Free learning semester(FLS) was introduced for happiness education, of which the main purpose was to get out of excessive competition-oriented education. This study aims to explore the reformative meanings and challenges that FLS provides to us. For these purposes, the author examines in chapter II the historical backgrounds, the goals, and the contents of TY in Ireland and ES in Denmark, and the theoretical models of FLS as well as its educational implications in Korea. Reformative meanings and limitations of introduction of FLS are discussed in chapter Ⅲ, and the tasks for jumping over the introduction of new system and settling an educational culture are discussed in chapter IV. FLS has reformative features in that, for the purpose of happiness education, it criticizes academic curriculum, emphasizes the relation with life, and allows students to reflect on their whole career, i.e., where they are heading for and where they want to go. Furthermore, FLS suggestes the innovative direction against achievement-based competitive education that standardization movement has resulted in, which is the basic and main stream of education reformation today. However, there are limitations and worries on the issues of how FLS should be realized. The author proposes that, for the successful accomplishment of the reformative meanings of FLS, the essence of FLS settle down as an educational culture and ethos.

탈학교담론을 통해 본 학교교육의 의미

정윤경 ( Chung Yunkyoung ) 한국교육철학학회 2021 교육철학연구 Vol.43 No.4

We have experienced the new normalization of online education due to COVID-19. As the normalization of online education has widened educational gaps, gaps in care, and difficulties in social and emotional relations, we need to reflect on the meaning and role of school and education again. This presented the need to explore the meaning and role of school education and future direction of school education in a different situation from through criticism of the school education system and discourse on deschooling(alternative education) that has sought alternative education. To this end, Chapter II examined the meaning of deschooling discourseo and outlined the history of criticism of school education, and Chapter III examined the development of the discourse on deschooling(alternative education) in Korean society, and Chapter IV reflected on the meaning of school education and explored the direction of future school education. The implications of the discourse on deschooling are as follows. First, the deschooling discourse criticized the contradiction of the public education system and urged the restoration of the essence of education. Second, the discourse on deschooling emphasized the values of whole education including the educational value of labor, ecological education, and community education. Third, the development process of the discourse on deschooling emphasized that compulsory education should be regarded as a right to guarantee the right to learn for all people and enhanced the meaning of the publicity of education. Fourth, the discourse on deschooling criticized the nation's monopoly on education and suggested the possibility of various learning outside of school. Finally, the discourse on deschooling presupposed that schools are historical products, and therefore urged education to innovate as the times change.

한국 발도르프학교 졸업생의 진로탐색과정에 대한 내러티브 탐구

정윤경(Chung Yunkyoung) 한국교육사상학회 (구 한국교육사상연구회) 2016 교육사상연구 Vol.30 No.2

It is hard to evaluate education based only on the short-term achievements or results. However, it is necessary to review the long and short term aspects of the educational achievements and the connection process. Based on such needs, this study aimed to conduct a narrative inquiry on the career exploration process of the Waldorf School graduates including their experiences at the alternative school and the path they followed after graduation. The study selected ‘Waldorf School’ among the alternative schools because it focused on the alternative possibilities of Waldorf education. The study was conducted through a narrative inquiry to show the most of the ‘experiences’ of the research subjects. The Narrative of graduates shows alternative educational meaning and possibilities. First, it suggests the implications for expanding the meaning of career and career education. Second, it shows the alternative positions and attitudes to entering university. Third, the graduates overcome oppression and impatience to entering a university as looking for their ways slow and steady. However, it still has many limits. The recommendations for the future development of Gangsan School are as follows. First, it is necessary to reconsider whether the educational process of Gangsan School is enough to realize the purpose of Waldorf education. Second, the alternative possibilities of the graduates should actively specify the directions pursued by the educational philosophy of Waldorf beyond the passive freedom.