문화 대응적 수업을 위한 미술교사 교육방안 연구

정연희

서지반출

국문초록

본 연구는 미술교육이 그 본연의 교육적 가치를 발현하면서도 학교와 사회의 사회적·문화적 도전과제의 해결에 기여할 수 있도록 예술교육의 원리를 잘 구현해 내기 위한 구체적인 방법 으로서 문화 대응적 수업에 대하여 살펴보고 이를 미술교사 대상으로 내재화시키기 위한 연 수방안을 제시하고자 하였다. 기존 연구의 검토를 통해 문화 대응적 수업의 원리와 방법을 규명하여 본 결과 미술활동에서 보이는 내재적 특성이 문화 대응적 수업의 적용을 용이하게 할 수 있음을 확인할 수 있었다. 이에 본 연구는 미술교사의 문화 대응적 수업을 위한 핵심 역량을 개발할 목적으로 선행연구를 통해 확인한 문화 대응적 수업 원리의 학습과 내면화를 주요 내용으로 하는 단기 연수프로그램을 제안하고 해당 프로그램의 절차와 내용을 제시해 보았다. 문화 대응적 수업을 위한 연수 프로그램은 1)성찰하기, 2)참여하기, 3)평가하기, 4)적 용하기의 단계로 구성되며 각 단계별로 학습내용에 해당하는 핵심질문의 제시와 함께 이를 학습하기 위한 절차와 방법을 예시해 보았다. 동 프로그램을 통해 미술교사들은 문화 대응적 수업법에 대한 이해와 실천력을 제고함으로써 높은 교육적 기대에 부응할 수 있을 것으로 기 대된다.

영문초록

This study intends to present the professional training program for visual arts teachers to develop core competences required to perform culturally responsive teaching(CRT) in culturally diverse classrooms. According to literature review, it was found that intrinsic features of arts education is likely to accord closely with CRT. Therefore, unlike other subjects requiring to reshape existing curriculum for CRT, visual arts education not only embrace CRT readily, but can achieve both quality education and equity education through CRT. At the early stage, short-term(15hours to 30hours) professional training programs are recommended for pilot test. After confirming the results of those programs, the culturally responsive pedagogy(CRP) can be applied to qualification training. And studio environments, where the practices and field visit are accessible, are desirable for the training venue of CRP. The contents of training program can be composed of 4 stages: retrospection, participation, evaluation, and application. In the retrospective stage, teachers can reflect on the past classroom practices from a perspective of CRP, using the procedures of collaborative learning, reciprocal peer questioning, and case studies. And the participatory stage will provide the opportunities of micro-teaching and field visits infused the essential elements of CRT at the classroom environments. After the participation, it is needed for participants to self-evaluate their skills and aptitudes that are necessary to successfully implement CRT. Lastly, as a feedback process, the participants are supposed to prepare teaching plan to support CRT.

키워드

미술교사 art teacher 미술교사의 핵심역량 core competences of visual arts teachers 예술교육 arts education 문화 대응적 수업 culturally responsive teaching

참고문헌 (36건)

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