교육대학원에서 미술 교직과 문화예술교육사 양성과정 통합 운영 사례 연구 = A Case Study on the Combined Course for Art Teacher and Arts & Culture Educator in Graduate School of Education

다국어 초록 (Multilingual Abstract)

This study targets the students of the graduate schools of education in who simultaneously complete the education courses for the middle school art teacher and the arts & culture educator. In arts education, the line between the education at school and in the society tends to be blurred and integrated. In this regard, this paper aims to prove the positive effects that have been experienced by the graduate school students at first hand during the integrated courses for middle school teachers and arts & culture educator. According to the research result, the integrated education courses for the middle school teachers(fine arts) and the arts & culture educator(fine arts) had more positive effects than negative in the graduate schools of education. Positive effects can be largely divided into external effects and internal effects. The external effects include that it is possible to secure expertise of the arts & culture educator and have an integrated approach to arts education. The integrated approach to arts education is in line with the trends of the time on arts education. In terms of the internal effects, when the arts & culture educator course was offered simultaneously in the graduate school of education, the students participated in the curriculum of the education course more proactively. The first reason is that the graduate school students consider arts and culture educator a more practical occupation compared to middle school teachers. Under the circumstances, the students participated in the course more aggressively when there were two types of teacher education courses established compared to when there was a single teaching education course for middle school teachers open. The second reason is that the curricula of the education courses for middle school teachers(fine arts) and arts & culture educator(fine arts) are overlapped and similar. Although the students studied the programs for arts & culture educator(fine arts), the study led to art education in general since it is linked to the education courses for middle school teachers (fine arts). The third reason is that the students paradoxically established the occupational identity of art teachers during the courses for arts teacher.

국문 초록 (Abstract)

본 연구는 현재 ○○대학교 교육대학원 중등학교(미술) 교직과정과 문화예술교육사(미술) 교직과정을 동시에 이수하는 원생을 대상으로 한 연구이다. 현재 문화예술교육은 학교 교육과 사회 교육의 경계가 없어지고 통합되는 경향으로 흐르고 있다. 그래서 ○○대학교 교육대학원에서 중등학교 교직과정(미술)과 문화예술교육사(미술) 교직과정을 통합 운영하여 원생이 직접 체험한 긍정적 효과를 검증하고자 했다. 연구 결과 교육대학원에서 중등학교 교직 과정과 문화예술교육사 교직 과정 통합이 부정적인 효과보다는 긍정적인 효과를 더 많이 가져왔다. 긍정적인 효과는 크게 외적 효과와 내적 효과로 구분할 수 있다. 외적 효과는 문화예술교육사의 전문성 확보와 문화예술 교육에 대한 통합적 접근이 가능하다는 것이다. 문화예술교육에 대한 전문성 신장과 통합적 접근은 문화예술교육에 대한 시대적 흐름과 맥을 같이 한다. 내적 효과는 교육대학원에 문화예술교육사 교육과정을 동시에 제공했을 때 원생이 교육대학원 학업에 더 적극적으로 참여하여 궁극적으로 교육대학원 중등학교 교직과정 자체에 활력을 주었다. 그 이유는 첫째는 원생이 중등학교 교사보다도 문화예술교육사가 더 현실적 직업으로 생각하고 있기 때문이다. 그래서 중등교사 교직과정만이 운영했을 경우보다 두 가지 교직 과정이 개설되었을 경우 학업에 더 적극적으로 참여했다. 두 번째는 중등학교(미술) 교직 교과목과 문화예술교육사(미술) 교직 교과목이 서로 중복되고 유사하다. 원생은 문화예술교육사(미술) 공부를 하였지만, 이것은 곧 중등학교(미술) 공부와 연관되기 때문에 미술교육 전반에 대한 공부로 귀결되었다. 세 번째는 원생이 문화예술교육사 과정을 통해 역설적으로 미술교사라는 직업에 대한 정체성 형성에 긍정적으로 작용하였다.

참고문헌 (Reference)

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