뉴스룸 외부 조직의 기자 교육에 대한 뉴스룸의 저항과 수용 : 동아미디어그룹 사례 연구 = Resistance and Acceptance in the Newsroom Toward External Training for Journalists: A Case Study of the Dong-A Media Group

국문 초록 (Abstract)

본 연구는 동아미디어그룹의 재교육 조직인 ‘미러클랩’ 사례를 중심으로 뉴스룸 안에서 이뤄지던 기자들의 도제식 교육을 외부 조직으로 이관해 시스템화했을 경우 교육 효과와, 기자 조직에서 이를 어떻게 수용하고 저항하는지를 탐구한다. 연구는 대물림 방식의 전통적인 기자 교육 체계가 한계를 보이고 있는 상황에서 역량이 뛰어난 기자들로 구성된 교육 전문 조직이 이를 보완하거나 대처할 수 있는지, 그리고 외부 교육 도입이 뉴스룸 조직문화에 어떤 영향을 미치는지를 살펴본다. 이를 통해 기자 재교육을 포함한 기자 교육 체계의 개선 방안을 제안하고자 한다.
한국의 언론사들은 대부분 직속 선배가 후배에게 기본 업무와 실무를 가르치며 기자들만의 조직사회화에 기여해왔다. 그러나 △체계적인 교육의 부재 △임의로 배정된 선배에 따른 교육 범위와 수준의 편차 △수직적 위계질서 강화로 인한 자율적이고 창의적인 성장 저해 등의 비판이 끊이지 않았다. 기술 발전과 미디어 환경 변화는 기존의 도제식 교육의 한계를 더욱 부각시킨다는 문제제기도 계속되고 있다. 선배 기자보다 새로운 미디어에 익숙한 후배 기자들이 등장하고, 기자들보다 새로운 테크놀로지에 대한 이해도가 높은 독자와 시청자들이 늘어나고 있다.
이에 동아미디어그룹은 독립적인 교육 조직을 신설해 기자들의 역량 강화를 시도하고 있다. 해당 조직은 IT기업이나 명사와의 협업을 통해 기자들에게 새로운 기술과 트렌드를 익힐 수 있는 기회를 제공하는 한편, 시스템화된 기자 교육을 지속적으로 제공한다. 연구는 이 조직이 기자들의 교육을 새로운 방식으로 체계화하고, 수직적이고 위계화된 기자 조직인 뉴스룸에 어떤 영향을 미치며, 한국 저널리즘의 질적 향상을 위한 기자들의 역량 함양 방안은 무엇인지 찾아보고자 한다.
연구 대상은 교육 조직에서 설계한 커리큘럼에 참여한 경험이 있고 현재 기사를 생산하는 10년차 이하 현장 취재기자 7명, 뉴스룸에서 해당 기자들의 기사 데스킹을 담당하는 차장급 이상 에디터 4명이었으며 연구는 이들을 각자 심층 인터뷰하는 형식으로 진행됐다. 교육 전후 기자들의 취재 기법과 제작 등의 변화와 최종 결과물인 기사로 세상에 나오기 전, 게이트키핑을 과정에서 어떤 변화가 왜 있었는지 알아보기 위해 선택한 방식이다.
연구 결과 10년차 이하의 현장 취재기자들과 에디터들 모두 외부 조직의 교육에 긍정적으로 반응했으며 체계적인 교육이 뉴스룸의 뉴스 생산 집중도르 높이고 전문성을 강화하는데 효과적이었다고 답했다. 일부 기자들은 외부 조직 교육이 도제식 교육의 한계를 보완하며 창의적이고 자율적인 성장을 지원한다고 생각했다. 10년차 이하 취재기자들은 대체로 교육을 수용하고자 했다. 또 같은 부서에서 기사를 데스킹하는 에디터와 함께 교육을 수강하면 시너지 효과를 내 더 큰 효과를 보이기도 했다. 인터뷰 과정에서 일부 10년차 이하 취재기자들 내적인 요인과 외적인 요인으로 인해 외부 조직의 교육에 저항했는데, 특히 외적인 요인은 뉴스룸의 직속 선배나 데스크 등 명령체계의 상위에 있는 사람들에 의해 결정됐다. 한편 일부 기자들은 즉각적인 효과 면에서 전문 교육 조직 보다 도제식 교육의 효율성을 인정하는 모습도 보였다. 일부 현장 취재기자들은 뉴스룸의 큐시트 흐름이나 데스크 지시 방향에 맞춰 기사를 끌고 가려는 움직임도 있었다. 에디터들은 보도 이슈에 따라 현장 취재기자들의 경험을 상대적으로 낮게 평가하거나 창의적인 기사 제작 시도 기회를 줄였다. 에디터들의 더 큰 저항 요인은 방송심의 민감도 증가였는데, 심의와 제재를 우려하며 신중한 데스킹과 기계적인 균형을 강조해 교육의 실질적 적용을 어렵게 했다. 현장 취재기자들의 교육과 이로 인한 변화를 환영하면서도 리스크 관리 차원에서 엄격한 데스킹을 유지하고자 하는 상황이었다.
결국 외부 조직의 교육은 기자들의 자율성과 전문성을 높이는데 유의미한 기여를 하지만, 도제식 교육의 효율성과 현장 취재기자들, 에디터들에 대한 압박 요인을 함께 고려한 접근이 필요하다. 기자들의 압박을 낮추거나 덜어주기 위해서는 뉴스룸과 교육 조직의 긴밀한 협업이 이뤄져야 한다. 이를 기반으로 뉴스룸 내부와 외부 조직에서 실시하는 기자 교육의 장점을 융합하고 실제 기사에 반영될 수 있는 유연한 뉴스룸 조직 문화를 구축한다면 한국 언론과 저널리즘이 발전할 수 있는 계기가 될 수 있을 것으로 기대한다.

다국어 초록 (Multilingual Abstract)

The purpose of this study examines the case of “Miracle Lab,” a reeducation organization established by the Dong-A Media Group, to explore the effects of systematizing and outsourcing the traditional apprenticeship-based journalist training previously conducted within newsrooms. The research investigates how this shift impacts educational outcomes, how it is received or resisted by newsroom staff, and its implications for journalism education. Against the backdrop of limitations in the conventional inheritance-based training system, this study evaluates whether a dedicated training organization comprising experienced journalists can effectively address these shortcomings. Additionally, it examines how the introduction of external training influences newsroom culture. The ultimate goal is to propose improvements to journalist education systems, including reeducation programs.
Traditionally, Korean media organizations have relied on senior journalists to mentor their junior counterparts, teaching fundamental skills and fostering organizational socialization unique to the newsroom. However, this model has faced persistent criticism for its lack of structured education, disparities in training quality due to mentor variability, and reinforcement of hierarchical systems that inhibit autonomy and creativity. Technological advancements and changes in the media landscape have further highlighted the limitations of this approach, as junior journalists often surpass their seniors in familiarity with emerging media, and audiences increasingly demonstrate a deeper understanding of new technologies than journalists themselves.
In response, the Dong-A Media Group established an independent training organization to strengthen journalists’ capabilities. This organization collaborates with IT companies and industry experts to provide opportunities for journalists to learn new technologies and trends while delivering systematic training programs. This study explores how the organization redefines journalist education, its influence on the hierarchical and structured culture of the newsroom, and strategies for fostering journalist competencies to enhance the quality of Korean journalism.
The research focuses on two groups: seven field reporters with less than ten years of experience who participated in training programs designed by the educational organization, and four senior editors (at or above deputy chief level) responsible for reviewing these reporters’ articles. Through in-depth interviews, the study analyzes changes in reporting and production techniques before and after the training, as well as the dynamics behind shifts observed during the gatekeeping process prior to publication.
The findings indicate that both junior reporters and senior editors responded positively to the external training programs. Participants noted that systematic education improved focus on news production and enhanced professional expertise. Many journalists viewed the training as a complement to the limitations of the apprenticeship model, supporting creative and autonomous growth. Junior reporters generally embraced the training, and participation alongside editors often produced synergistic benefits. However, some reporters exhibited resistance due to internal and external factors, with the latter often linked to hierarchical influences within the newsroom, such as direct supervisors or desk editors. Additionally, a few participants acknowledged the efficiency of the apprenticeship model in delivering immediate, practical outcomes. Certain reporters also demonstrated a tendency to align their work with the newsroom’s editorial flow or desk instructions, limiting their creative autonomy. Meanwhile, editors, while recognizing the benefits of external training, often maintained cautious editing practices to manage risks such as regulatory scrutiny, emphasizing mechanical balance and limiting the practical application of training.
In conclusion, while external training programs significantly enhance journalists’ autonomy and professional expertise, a balanced approach is essential to address the efficiency of the apprenticeship model and the pressures faced by field reporters and editors. Reducing these pressures requires close collaboration between newsrooms and training organizations. By integrating the strengths of both internal and external training systems and fostering a flexible newsroom culture that reflects these improvements in practice, this approach can provide a foundation for advancing Korean journalism and media.

목차 (Table of Contents)

• 초 록 ····················································································································· ⅰ
• Ⅰ. 문제 제기 ········································································································· 1
• Ⅱ. 이론적 배경 ···································································································· 5
• 1. 기자의 조직사회화: 수습기자 교육 ··························································· 5
• 2. 기자 재교육 ·································································································· 8
• 3. 연구 문제 ··································································································· 14
• Ⅲ. 연구 방법 ········································································································· 17
• 1. 뉴스룸 외부 조직과 교육 프로그램 ························································ 17
• 1.1 취재 현장과 보도 유의점 ······························································· 20
• 1.2 오디오 및 방송 출연 교육 ····························································· 20
• 1.3 스탠드업과 현장 중계 ····································································· 21
• 2. 연구 대상 ··································································································· 23
• 2.1 10년차 이하 현장 취재기자 ··························································· 23
• 2.2 직책 데스크 이상 에디터 ····························································· 23
• 2.3. 자료의 수집 및 분석 ····································································· 25
• Ⅳ. 연구결과 ··········································································································· 27
• 1. [연구 문제 1] 뉴스룸 외부 조직의 구조화된 교육에 대한 취재기자들의 수용과 저항에 대한 분석 결과 ············································ 27
• [연구 문제 1-1] 취재기자들은 미러클랩의 교육을 얼마나 수용하고 체득해 기사에 반영하고자 했나? ······················································ 27
• [연구 문제 1-2] 취재기자들이 저항하는 미러클랩의 교육 요소와 원인은 무엇인가? ················································································· 32
• 2. [연구문제 2] 뉴스룸 외부 조직의 구조화된 교육에 대한 에디터들의 수용과 저항에 대한 분석 결과 ······························································· 35
• [연구 문제 2-1] 취재기자들의 교육 참여와 이로 인한 변화를 에디터들은 수용하는가? ······································································ 35
• [연구 문제 2-2] 에디터들은 어떤 부분에서 새로운 교육 시스템과 취재기자들의 변화에 저항하는가? ····················································· 36
• Ⅴ. 결론 및 제언 ··································································································· 39
• 1. 교육의 효과와 수용성 ··············································································· 39
• 2. 뉴스룸의 저항 요인 ·················································································· 40
• 3. 도제식 교육의 지속과 보완 ····································································· 41
• 4. 연구의 의의와 한계 ·················································································· 41
• 참 고 문 헌 ············································································································ 44