본 연구는 학교에서 민주시민교육을 실천하려는데 있어 장애물을 살펴보고 민주시민교육을 실천하는데 중요한 역할을 담당하고 있는 교사의 역량 제고 방안을 도출하는 것을 목적으로 하였다. 이를 위해 교사를 대상으로 집단면담을 실시하였으며, 연구결과는 다음과 같다. 민주시민교육 장애물은, 첫째, 교사가 수업형식의 변화에 대한 두려움과 동료교사에게 수업을 공개하고 협업하는 방식에 낯섦으로 인해 새롭게 변화하는 것을 주저하며, 둘째, 체계적인 지원과 동료 교원들의 도움을 받지 못하고 개인적으로 실천하고 있는 교사, 셋째, 학생을 통제의 대상으로 대하는 경향이 있으며, 넷째, 수직적이고 경직된 학교문화로 토론하고 협의할 수 있는 문화가 조성되어 있지 않은 것으로 나타났다. 민주시민교육을 실천하고 있는 교사에게서 나타나는 공통된 역량으로는 첫째, 소통 능력, 둘째, 인권 존중과 학생의 주체적인 참여 보장, 셋째, 학생과 동료교사와의 관계 역량으로 나타났다.
The purpose of this study was to examine obstacles in the implementation of democratic civil education in schools and to draw up measures to enhance the competence of teachers who play an important role in implementing democratic civil education. To accomplish this purpose, a group interview was conducted with teachers, and the results of the study were as follows. The obstacle to democratic civil education is, first, they have fear of changing their teaching styles and of sharing their classes with other co-teachers. Second, as fellow teachers on different paths, democratic civic education is often carried out in isolation without systematic support or assistance from fellow teachers, and there are some teachers who do not agree or even oppose the need for democratic civil education. Third, as teachers who look at students as objects of control, many teachers still tend to treat students as subjects of control rather than subject to education. Fourth, with the yet-to-be-changed school culture, the relationship between principals, teachers and students is formed by vertical and rigid relations, so there is no culture where opinions can be shared and consulted through discussion. Among the common competence shown by teachers practicing democratic civic education were first, communication ability, second, respect for human rights and guarantee students self-participation, and third, ability to establish relationships with students and fellow teachers.
Ⅰ. 서론 Ⅱ. 이론적 배경 Ⅲ. 연구 방법 Ⅳ. 민주시민교육 걸림돌과 교사의 역량 Ⅴ. 결론
