교육과정학 탐구의 성찰 - 역사와 전망

허숙(Sook Hur) 한국교육과정학회 2002 교육과정연구 Vol.20 No.3

Half of a century has passed since the inceptio of curriculum studies in terms of academic discourses in Korea. There have been many efforts and discourses among scholars in the curriculum field during last fifty years. The curriculum field is very much in motion now. I think this is the time we need to reflect our past efforts and discourses on curriculum inquiry, and make a reasonable snapshot of the field. In this paper, curriculum discourses we have shared during last fifty years in Korea are reviewed, and described into four periodical stages; 1) emeging period (1950s-1960s), 2) forming period (1970s), 3) expanding period (1980s), and raging period (1990s). In the emerging period, curriculum scholars were eager to introduce us American educational theories such as Dewey`s new education movement and Tylerian theory of curriculum making. The forming period was the stage we were trying to build up curriculum field as an academic discipline. There were various scholarly publications in the field at that time. In the expanding period, we could expand the boundaries of curriculum inquiry by introducing many new perspectives such as neo-Marxian critical theory, instructional design theory, integrated curriculum, etc.. During 1990s which is classified as raging period, there were a veritable discourses in curriculum field. Hot debates were continued over the topics such as open education, post-modernism, and the adoption of the 7th national curriculum characterized as differentiated curriculum. Also new perspectives such as educational technology, qualitative research, phenomenological approach, or constructivism have been become issues on curriculum inquiry during last decade. As a result of reviewing curriculum field during last half decade, this paper suggests three tasks for the development of curriculum field; to broaden the topics and areas of inquiry, to establish the field as a solid discipline, and to make curriculum theories based on Korean situation. The field of curriculum inquiry is no longer moribund, the field is no longer arrested. There is a turbulence now. This is the time, l think, we can leap up the status of curriculum inquiry, and make curriculum studies curricularlogy.

교사교육 개혁에 관한 비교연구

허숙(Sook Hur),(Gaalen Erickson) 한국초등교육학회 2000 초등교육연구 Vol.13 No.2

본 연구는 한국과 캐나다 양국의 교사교육 현황과 개혁의 방향을 탐색하고, 교사교육의 연구와 논의 과정에서 주를 이루고 있는 담론(discourses)의 내용을 분석함으로써 교사교육에 관한 양국간의 이해의 폭을 넓히고자 하였다. 한국의 교사교육이 갖고 있는 특징은 초등교사와 중등교사의 분리 양성체제와 학교 교육과정의 중앙집권적 개발체제에 따른 교사의 전문성 확립 문제가 논의되었으며, 캐나다 교사교육에서는 교사양성 체제가 종합대학의 학사과정이나 학사 후 과정으로 전환된 이후 대학과 학교 현장간의 거리와 협조체제가 문제로 제기되고 있다. 이러한 교사교육의 현실 속에 담겨있는 변화와 개혁을 위한 담론 속에서 교사 유능성과 성찰적 실천이라고 하는 두가지 주제에 대한 연구와 논의가 검토되었다. 교사 유능성(teacher competence)의 문제는 두 나라 공히 교직을 전문직으로 이해하고 정립시키고자 하는 과정에서 발생하는 괴리와 갈등의 문제가 있었다. 이것은 교직이 아직 진정한 전문직으로서 자리잡지 못하고 있음을 말해주는 것이다. 교사의 전문성과 관련하여 최근 교사교육 프로그램에서 새롭게 논의되고 있는 성찰적 실천행위(reflective practice)에 대한 학자들의 담론 내용을 세 가지 관점으로 분류하고 분석하였다. 성찰적 교수활동의 논리는 교사교육의 실천을 분석하는 한가지 틀을 제공해 주고 있으며, 새로운 교사교육 프로그램 구성에 많은 시사를 주고 있다. 본 연구를 통하여 한국과 캐나다 양국의 교사교육의 현황과 문제, 그리고 개혁의 방향과 논리를 단순히 제도적인 차원에서 뿐만아니라 그 내용적 담론의 차원에서 비교하고 상호 이해를 높일 수 있었다. 본 연구는 1997년 9월부터 1988년 7월까지 Canada의 British Columbia 대학에 있는 교사교육연구소(Centre for the Study of Teacher Education)에서 두 공동연구자의 정례적인 교사교육 세미나를 통하여 수행되었다. 한국과 캐나다 양국의 교사교육 현황과 개혁의 방향을 탐색하고, 교사교육의 연구와 논의 과정에서 주를 이루고 있는 담론(discourses)의 내용을 분석함으로써 교사교육에 관한 양국간의 이해의 폭을 넓히고자 하였다. 한국의 교사교육이 갖고 있는 특징은 초등교사와 중등교사의 분리 양성체제와 학교 교육과정의 중앙 집권적 개발체제에 따른 교사의 전문성 확립 문제가 논의되었으며, 캐나다 교사교육에서는 교사양성 체제가 종합대학의 학사과정이나 학사 후 과정으로 전환된 이후 대학과 학교 현장간의 거리와 협조체제가 문제로 제기되고 있다. 이러한 교사교육의 현실 속에 담겨있는 변화와 개혁을 위한 담론 속에서 교사 유능성과 성찰적 실천이라고 하는 두 가지 주제에 대한 연구와 논의가 검토되었다. 교사 유능성(teacher competence)의 문제는 두 나라 공히 교직을 전문직으로 이해하고 정립시키고자 하는 과정에서 발생하는 괴리와 갈등의 문제가 있었다. 이것은 교직이 아직 진정한 전문직으로서 자리잡지 못하고 있음을 말해주는 것이다. 교사의 전문성과 관련하여 최근 교사교육 프로그램에서 새롭게 논의되고 있는 성찰적 실천 행위 (reflective practice)에 대한 학자들의 담론 내용을 세 가지 관점으로 분류하고 분석하였다. 성찰적 교수활동의 논리는 교사교육의 실천을 분석하는 한가지 틀을 제공해 주고 있으며, 새로운 교사교육 프로그램 구성에 많은 시사를 주고 있다. 본 연구를 통하여 한국과 캐나다 양국의 교사교육의 현황과 문제, 그리고 개혁의 방향과 논리를 단순히 제도적인 차원에서 뿐만아니라 그 내용적 담론의 차원에서 비교하고 상호 이해를 높일 수 있었다.

초등교육의 문제와 당면 과제 : 분석과 진단

허숙(Sook Hur) 한국초등교육학회 2002 초등교육연구 Vol.15 No.1

The knowledge-based society and information age have arrived with 21st century, and most societal institutions are experiencing profound changes as a result. All aspects of our society have been or are being transformed by the presence of new digital technologies over which immense amounts of information flow at nearly the speed of light. Education, especially elementary education as the foundation of educational system, is not an exception. We have to raise some basic questions about how the role and tasks of elementary education in our society must be changed by the new ways in which we interact with knowledge and informations. New tasks of elementary education in the changing society are: 1) innovative efforts to upgrade the quality of education over the expansion of the quantity, 2) humanization of education in the age of technology, 3) establishing new roles and methods of education in knowledge-based information society, 4) educating new competent teachers for the new professionalism. Given a deeper understanding on the new tasks of elementary education, we have to consider some problems to be solved in our school classroom in order to accomplish the above new tasks. I analyze and diagnose five issues : 1) problem of big class size over which a teacher can not control and interact with children, 2) conflict on the implementation of the 7th national curriculum in schools, 3) debates among teachers on the method and application of performance evaluation, 4) overloading of teachers` side work which is not connected with teaching children, 5) lack of competent teachers and professionalism.

미래사회에 부응하는 초등교원 양성체제의 발전방향 모색 -교육대학의 변화와 발전을 중심으로-

허숙 ( Sook Hur ) 한국초등교육학회 2010 초등교육연구 Vol.23 No.4

There are ten national universities of education(NUEs) in Korea now. The NUEs have had a role of elementary school teacher education since the inception of university system in 1962. Recently the NUEs have some difficulties because of the decrease of the number of elementary school children, the increase of competition in teacher recruitment, and government policy for restructuring national university system. The NUEs are asked to change their role and system according to social changes and environment. With the purpose of searching for possibilities of change and development of NUEs, this study examined seven possible ways of structural change of NUEs, and discussed strong point and weak point of each proposal. Each NUE has its own tradition and different local situation. Therefore NUEs can not be forced to adopt any one way of change and development. According to the tradition and local situation, each NUE has to decide its own future for university development. In this process, it is strongly recommended for the professors and students of NUEs to have more discussions and dialogues and to make consensus for better teacher education for the future.

창의,인성 함양을 위한 초등학교 창의적 체험활동 운영 방안 모색

허숙 ( Sook Hur ) 한국교육과정학회 2015 교육과정연구 Vol.33 No.1

Our society is changing rapidly into a digital knowledge and information paradigm. And today``s schools are required to teach students creativity and character education rather than remote memory of simple facts and knowledge. For this reason, in order to educate students for the future society, 2009 national school curriculum has emphasized creativity and character education, and introduced Creative Activity Curriculum(CAC) as an extra curricular activity. On this background, this study tries to investigate the implementation practices of Creative Activity Curriculum in elementary schools. After discussing the basic objectives and official curriculum guidelines of Creative Activity Curriculum, this study analyses practical creative activity programs of several elementary schools. As a result, schools display no significant differences in the sub activities of creative activity curriculum -the autonomous activities, the club activities, the volunteer activities, and the career activities. And also the school programs show similar results in the proportions and distribution of creativity and character factors. Among the various factors of creativity and character education, ``problem solving ability`` for creativity and ``responsibility`` factor for character education are mostly emphasized in the programmes. At the last part, this study discusses several shortcomings in the practices of creative activity curriculum in elementary schools, and suggests several points for better practices of creative and character education.

제3장 북한의 (北韓) 취학전 및 초등교육 (初等敎育)

허숙 ( Sook Hur ) 고려대학교 평화연구소 1990 북한교육의 조명 Vol.- No.-

현장중심 초등교원 양성을 위한 교원대학의 내적체제 및 학사운영 개선방안 모색

허숙 ( Sook Hur ) 한국초등교육학회 2011 초등교육연구 Vol.24 No.4

There are 10 national universities of education(NUE) in Korea now which take a pivotal role in educating elementary school teachers. Recently NUEs have been confronted with some difficulties because of the decrease of the number of elementary school children, the increase of competition in teacher recruitment examination, and government policy for restructuring national university system. The NUEs are forced to change their role and university system according to external conditions. Therefore, there are many discussions and concerns about external changes of NUEs including unification with secondary school teacher education institutions while few about internal matters in NUEs such as students selection system, improving teacher education program, and academic management system. With the belief that the improvement of internal academic management system is very important to increase the quality of elementary school teacher education, this study analyses and discusses some problems in students selection system, allotment of freshmen to the department, making university curriculum, elementary school teacher certification system, and teacher appointment examination. As a result, this paper suggests some alternative ideas such as expansion of the role of NUEs including life-long education, department-based students selection system, educating elementary school subject specialists, student-based curriculum making, teacher employment examination based on university records.

교육과정 자율화 정책과 학교 교육과정 운영의 방향

허숙 ( Sook Hur ) 한국교육과정학회 2012 교육과정연구 Vol.30 No.1

Presidential Advisory Committee on Education, Science and Technology (PACEST) has suggested an agenda for new national school curriculum entitled Curriculum Reform for Future Society. According to this suggestion, the Ministry of Education, Science, and Technology (MEST) has developed new school curriculum so called 2009 national curriculum. The basic intention of this new curriculum is to improve autonomy and diversity in school education in order to cultivate creative competencies and harmonious personality on students for future society. Our education has been criticized for long time because of its fragmented knowledge-based, textbook-dominated uniformed educational system. In order to adjust to the rapidly changing future society, we need more autonomy and diversity in school curriculum implementation. The PACEST`s curriculum agenda suggests some new directions for curriculum making in MEST and schools. It suggests 1) cutting down the period of national common basic education from 10years to 9years, 2) reducing students` burden of learning by introducing the concepts of grades group and subjects group, 3) promoting school diversity by encouraging autonomy in school curriculum implementation, and finally 4) changing education to cultivate creative person for future society.

한국과 캐나다에 있어서의 교원교육

허숙 연세대학교 동서문제연구원 캐나다 연구센터 1990 캐나다 연구 Vol.2 No.-

교육과정의 재개념화를 위한 이론적 탐색 : 실존적 접근과 구조적 접근 Existential and Structural Approaches

허 숙 仁川敎育大學校 1994 論文集 Vol.28 No.2

This study examines the work of two critical curriculum theorists known as reconceptualists. Selected works of William F. Pinar and Michael W. Apple are reviewed as examples of existential and structural emphases within reconceptualism. The main concepts and themes of Pinar and Apple are discussed and compared with their common perceptions of traditional theories of curriculum and schooling. William F. Pinar is shown to be seeking the reconceptualization of curriculum studies through a blending of phenomenological, existential and psychoanalytic thought, to understand the nature of an individual's internal experiencing of schooling. Michael W. Apple is shown to be seeking, through a primary reliance on neo-Marxist thought, to understand the nature of external social structure which act to shape an individual experience of schooling. Both are shown to view traditional curriculum theorizing and practice as valuing a reductionistic view of science derived from positivism, which produces the latent consequences of dehumanizing students and reproducing an unjust society.