초등학교 미술교과전담제 실태 연구

Abstract

초등학교 미술교과전담제의 운용에서 초등교과의 전문성을 간과하고 초등학교의 교사 수 부족을 보완하려는 수단으로 이용하는 것은 초등교육과 초등미술교육의 전문성에서 문제로 제기된다. 초등과정에서 미술교과전담제의 확대실시와 중등자격 교사의 대거 영입은 매우 획기적인 변화이므로 미술교과전담제의 운영목적은 무엇이며. 전문화된 초등미술교육이 요구하는 교사의 조건은 무엇이고, 현재 미술교과전담교사가 느끼는 문제는 무엇인가에 대한 집중적인 연구가 필요하다. 이 연구의 목적은 초등 미술교과전담교사와 중등자격 기간제 미술교과전담교사들을 대상으로 미술교과전담제의 실태를 파악하는 것이다. 이 연구의 내용은 미술교과전담 교사집단을 초등자격 전담교사와 중등자격기간제 전담교사로 크게 나누어 두집단의 구성과 인식의 차이, 그들이 바라보는 미술교과전담제의 문제점과 개선점에 관하여 분석하는 것을 범위로 한다. 연구방법은 초등전담교사와 기간제 전담교사를 대상으로 서울시 초등학교를 동부, 서부, 남부, 북부, 중부, 강남지역으로 나누어 면접 또는 질문지로 의견을 수집하였다. 초등 전담교사의 위치파악이 어렵고 교사의 협조가 부족하여 숫자의 형평에 한계가 있었다. 결과는 다음과 같다. 1. 미술교과 전담교사 두집단 모두 미술교과전담제의 운영취지와 교사선발 이유로 교과의 전문성을 들고 있고, 현 미술교과전담제의 실정으로는 교과의 질과 아동의 창의성 계발에 도움이 되고 있다는 긍정적인 시각을 보여주고 있다. 그러나 미술교과전담제의 문제점 항목에서 기간제 전담교사는 미술과의 전문영역을 인정치 않는 풍토, 초등 전담교사는 교사수 부족으로 보고 있어 전담교사들의 위기감을 읽을 수 있다. 2. 교과전담제 개선안으로 두집단 모두 초등미술교육의 전문성을 우선 선택하고 있으나, 초등교사는 교육대학의 교과전담교사 양성 강화를, 기간제 교사는 전담교사의 소속감을 만들 제도적 장치를 원하고 있어 다소 차이가 있다. 3. 미술전담교사 두집단 모두 개선된 미술연수를 원하고 있으며, 기간제 전담교사는 아동의 발달단계에 따른 지도법에 대한 것을, 초등 전담교사는 미술교육 전반에 대한 것을 내용으로 하는 실질적인 미술연수를 요구하였다. 4. 기간제 전담교사는 90%이상이 미술교과전담교사로서 정식 임용되기를 희망하였다. 미술교과전담제는 교사의 채용, 신분, 연수, 미술교과전담제의 운영, 미술과에 적합한 시설 등에서 미술교과의 전문성을 기준으로 적극 활용되어야 한다.;In the use of the system to take exclusive charge of fine art subect of primary school, to overlook the specialty of primary school subect and try to use it as the means to try to supplement the number of primary school teachers is raised as a problem in the specialty of primary school education and primary fine art. As the expanded execution of the system to take exclusive charge of fine art subject and the great welcome of middle school teachers are very epoch-making change, the intensive study on what the use goal of the system to take exclusive charge of fine art subject, what the condition of teacher that specialized fine art education of primary school demands and what the problem that the teachers to take exclusive charge of fine art subject is necessary. The goal of this study is to grasp the actual state of the system to take exclusive charge of fine art subject on the teachers to take exclusive charge of primary fine art subject and the middle school teachers of period system who take exclusive charge of fine art subject. The contents of this study is to classify the group of teachers to take exclusive charge of fine art subject into the teachers to take exclusive charge of primary education and the middle school teachers of period system who take exclusive charge greatly and analyze the composition and recognition difference of two groups and the points at issue and the improvement point of the system to take exclusive charge of fine art subject that they look at. As for the method of method, this researcher gathered the opinion through interview and questionnaire by classifying the primary schools at Seoul into Eastern area, Western area, Southern area, Northern area, Middle area, and Kangnam are a on the teachers to take exclusive charge of primary school and the teachers of period system who take charge. As the position grasp of the teachers t o take exclusive charge of primary school is difficult and the co-operation of teachers is insufficient, there was the limit in the equity of figure. the result is as follows: 1. All the two groups of the teachers to take exclusive charge of fine artsubject are enumerating the specialty of subject about the management effect of the system to take exclusive charge of fine art subject and the reason of teacher selection, and they are showing the affirmative view that the real situation of present system to take exclusive charge of fine art subject is helpful to the quality of subject and the development of children's originality. But, in the item of point at issue of the system to take exclusive charge of fine art subject, they are enumerating the climate not to recognize the professional domain of fine art subject about the teachers of period system who take exclusive charge and the lack of number of teachers about the teachers to take exclusive charge of primary education so. we may read the crisis sense of the teachers to take exclusive charge. 2. About the improvement plan for the system t o take exclusive charge of subject, all the two groups are choosing the specialty of primary fine art education first. But, primary teachers want the reinforcement of training of the teachers to take exclusive charge of the subjects of the college of education, and the teachers of period system want the institutional mechanism to be able to make the affiliating sense of the teachers to take exclusive charge. So, there is a little difference. 3. All the two groups of the teachers to take exclusive charge of fine art want the improved research study of fine art, the teachers of period system who take exclusive charge want the method of guidance which is based on the development stage of children, and the teachers to take exclusive charge of primary school required the substantial research study of fine art which makes what is about the whole of fine art education of contents. 4. In the teachers of period system who take exclusive charge, 90% or more hoped that they would be appointed asthe teachers to take exclusive charge of fine art subject formally. In the system to take exclusive charge of fine art subject, the employment, position, and research study of teachers, the management of system to take exclusive charge of fine art subject, and the facilities to be suitable for fine art subject etc. should be utilized positively on the basis of the specialty of fine art subject.