국민학교의 교과전담제에 대한 운영실태와 개선 방안에 대한 의견 조사

Abstract

본 연구는 1992년부터 법적인 근거에 의하여 실시되고 있는 교과 전담제의 실태와 문제점을 알아 보고, 개선 방안을 제시하여 효율적인 교과 전담제의 시행을 위한 자료로 제공하는데 그 목적이 있다. 이러한 목적을 달성하기 위하여 연구 내용은 다음과 같다. 첫째. 교과 전담제의 개념과 필요성을 고찰하였다. 둘째. 국내의 국민학교 교과 전담제 현황 파악과 문제점을 분석하였다. 세째. 교과 전담제의 효율화를 위한 개선 방안을 모색하였다. 본 연구의 연구 방법은 문헌 조사 및 관련 자료 등을 수집 분석하였고 교과 전담제의 현황, 문제점, 개선 방안 등을 알아 보기 위하여 인천시 소재 21개 학교 4 - 6학년 담임 교사와 교과 전담 교사를 대상으로 설문 조사를 실시하였다. 이상과 같이 시행된 연구의 결과는 다음과 같다. 첫째. 1992년부터 실시되고 있는 교과 전담제에 대하여 찬성 96.8%, 반대 3.2%로 나타났다. 찬성하는 가장 큰 이유는 아동의 학습력 제고 측면 보다는 교사의 수업 부담 경감에 있었고, 반대하는 가장 큰 이유는 전문적 능력의 부족이었다. 둘째. 교과 전담교사의 조직과 운영 측면에서 교과 전담 교사의 주당 수업 시수 부담은 16 - 20시간의 담당이 가장 많았고 26 - 30시간의 담당도 1.8%나 나타났다. 교과 전담제 적용에 대한 중요 과목순은 예·체능 과목, 자연 과목, 실과 과목 순으로 나타났고 기타 과목들은 별로 중요치 않게 나타났다. 교과 전담제의 적용 학년은 4학년 이상 42%, 3학년 이상 36.1%, 전학년 이상 16.9%, 2학년 이상 3.7%, 5학년 이상 1.3%의 순으로 나타나 대체적으로 3학년 이상에 적용되기를 희망하였다. 교과 전담 교사의 선발은 희망자순이 가장 높게 나타났다. 교과 전담 과목의 교육과정에 대한 이행도는 정상적으로 운영하고 있음이 나타났고, 또한 교과 전담 교과의 학습 질이 향상되었다고 나타났다. 세째. 교과 전담제의 현안 문제 측면에서는 교과 전담에 대한 인식 능력의 부족, 전문적 자질 능력의 부족, 보결 수업과 과다 잡무 처리, 교과 전담 교사 소외감, 교과 전담과 주임의 겸직, 학년과 과목의 중복 지도순으로 나타났고 기타로는 특별 교실의 부족, 교과 전담 교사의 절대 부족 등으로 나타났다. 네째. 교과 전담제에 대한 개선 방안 측면에서는 교과 전담 교사에게 특별한 우대책 마련, 교과 전담 교사의 선양성 후배치가 필요하다고 나타났고, 현직 연수적 측면에서는 현직 초등 교사들 중에서 우수 교사를 선발하여 균형 배치시켜 활동케 하여야 한다는 것에 매우 긍정적으로 반응을 나타냈다. 본 연구는 이와 같은 결과를 토대로 다음과 같은 제언을 한다. 1. 교과 전담제의 효율적인 학교 운영적 측면에 있어서 임시 강사를 법적으로 확보, 배치할 수 있는 법을 마련하여 수업 결손에 대처하여야 한다고 여겨진다. 보결 전담 교사는 학습력 제고, 교사의 전문성 향상과는 의미가 적다. 따라서 교과 전담 교사의 수업 결손을 방지하고 교육과정 운영의 정상화, 교사의 전문성 신장을 위해서는 보결 전담 교사도 교과 전담 교사로 활용하도록 하고 임시 강사를 별도로 확보하여야 할 필요가 있겠다. 교과 전담 교사의 주당 수업 시수와 담임 교사들의 주당 수업 시간도 명문화하는 제도가 필요하다고 여겨진다. 2. 1993년 현재는 교과 전담제의 실시가 과도기 형태라 교과 전담 교사에게 많은 우대책을 주어야 한다고 여기고 있다. 그러나 전문성을 갖고 있다는 긍지를 갖고 교과 전담 교사로 활동한다면 굳이 우대책을 강조하거나 소외감 같은 것을 느끼게 되지는 않을 것이다. 따라서 교과 전담제에 관한 인식의 전환이 빨리 이뤄져야 할 것으로 여겨진다. 3. 교과 전문가로서의 자질을 제고할 수 있는 선양성 후배치의 교원 양성 체제가 조속히 마련 되어야 한다고 여겨진다. 4. 교과 전담 교사 표준 연수를 180시간 이상의 자격 연수로 바꿔서 교사 자격증에 해당 과목을 부여하여야 하겠다고 여겨진다. 또한 현직 초등 교사들 중에서 우수 교사를 선발, 또는 대학 과정의 심화 과정 이수자들이 진정한 교과 전담 교사로 활동케 할 수 있는 실제적인 제도적 방안도 모색해야 하겠다. 5. 교과 전담 교실의 조속한 설치 또는 교과 전담 교사의 연구실이 마련되어야 할 것이며 교과 교재와 교구의 충분한 확보가 이뤄져야 하겠다고 여겨진다. 6. 교과 전담제의 실시가 분명히 학습 질의 향상을 성취시켰는지 종적인 연구가 이뤄져야 하겠으며 교과 전담이 적용되는 과목별 실태 연구가 심도 있게 연구되어야 한다고 여겨진다.;This study was to invesrigate the educational pratices and its problems of the departmentalization, which has been instituted in elementary school by lawful basis since 1992. And the study also has its purpose in giving sources for the efficent enforcement of departmetalization. The contents of this study has been dealt with the concept of departmentalization, its necessity, inside national present situation about the system & their problems, and remedies for them. This study was mainly done through documentation and questionaires. The present departmentalization,which has been enforced by the lawful basis since 92, is that one teacher take the responsibility of his class and teach them. Then based on these,a specified teacher takes the charge of his specified subject, and teach it to student. So, strictly speaking, "semi departmentalization". And the system is needed to make use of the specialty and convenience of teacher and to uplift children's learning aptitude, to lesson the burden of teacher's school work. The system was introduced into our country in the early 1960's, but it failed to be adopted because of the insufficiency of institutional support. And it came to be manifested and enforced again by Clause 2 Article 37 of the Enforcement Ordinance, from the 1992 Fundamentals of Educational Act. The managerial plan In-chon City's departmentalization is as follows. In-chon City has a plan to expand the system gradually, to the 4th, 5rh, 6th-senior graders, then to relieve the school work burden by lessening from the average 28.5 hours by the week to inside of 24 hours. Now, in the year of 93, In-chon city secures around 80% regular number of the teachers in charge of one specified subject, according to Claus 2, Article 37, of the Enforcement Ordinance, from the current fundamentals of Educational Act. And the city allocates the teachers corresponding to the size of 4-6th graders in each school. But as a matter of a fact, One teacher is allocated for 4-7 classes, and 3 teachers for 12-19 classed. So the number of departmental teachers are not properly arranged. The departmental subject(for example, Music, Art, Physical Exercises, and etc) is allowed to be picked out for every school so as to be agreeable to its circumstances. And the teacher's average class periods for the week are from 18 to inside of 20 ones. And the departmentalization is still in the stage of transition, so there's some special treatments for the departmental teachers. The result of questionaires which made the present teachers in In-chon are as follows. First, it appeared that APPROVAL-96.8%, whild DISAPPROVAL was 3.2% about the departmentalization which has been enforced by the lawful basis since 1992. The most reason why teachers approved is that the system is the lessening of the school work burden. But on the contrary others disagree because of the insufficiency of the speciality, was 75%, and because of the difficulty in choosing suitable teachers was 25%. By these, an idea is reflected that the system is not being performed in the situation of "First training teachers, and last arrangement" Second, in the faces of the departmental teacher's organization, and its operation, it appeared that teacher's most class periods were 16-20 by the week, but it was a little surprised that some 1.3% of teachers are taking charge of 26-30 classes at the same time. The Art and Physical subjects were ranked in the 1st-3rd in the list of the mainly adopted subjects in this departmenalization. Natural Sicence was next by 95.5%, then the Practical Course by 83.9% in the list. And other subjects weren't shown to be important very much. It's considered that the more specialty and its skills are needed in those Art & Physical subject, and Natural Science, and the Practical Course. Regarding the present adopted graders of the departmentalization, 42% of more than 4th graders, and 36.1% of over the 3rd graders were appeared to be adopted, And more than 2nd graders was 3.6%. And more than 5 graders was 1.3%. In selection of the departmental teacher, first, teachers said, "Candidate order", by 63%, 14.3% said "the decision order by the school principal and the personnel committee", "Well-qualified men's order" by 63.%, "New appointee order" by 6.2%, "the later order in careers" by 2.9%, and finally "the finisher order of university curriculum" by 2.1%. And from now on, it should be more preferred to "the suitable person order", not to "the candidates order" in the consideration about uplifting children's learning aptness. The fulfillment of the departmental in the curriculum is found to be normally operating, and also the quality of the subject was appeared to be improved. Third, The lack of understanding about the departmentalization, the in efficiency in speciality. The Supplement classes & too many roution work, and additional position of both teachers of all subjects and the managers at once, and the short of special classrooms, and the absolute want of the departmental teachers, are the problems in the departmentalization. Fourth, the improvement plans about the departmentalization, in managing school effetively, reacted positively its present system which provides the departmental teachers with the special priority. And the traing aspects of them showed, as follows the extra training of regular number in educational school(M=3.9), the training of the two specialities for one teacher in it(M=3.4), and the dispatching of secondary school teachers after being educated(M=3.2) And the studying aspects of the present teachers showed very positively that we select the excellent teachers among the present primary school teachers, so we should make them act through arranging with balance. According to this research, I showed the improvement plans(schemes) which have the effective departmentalization of the elementary school. First, efficient school management of the departmentalization showed that temporary teachers who secured by law shoud replace the class losses. as of 1993, the present school, when class losses of short duration happended, allowed teachers in charge, departmental teachers. The departmental teachers take the charge of his special lessons. But the departmental teachers is not only very few but have little meaning of exalting the ability of the child's studying and of improving the speciality of teachers. The school master arranged them arbitrarily their post according to securing the departmental teachers. Therefore we have to avoid the class losses resulted from practicing the departmentalization, normalize the management of the educational courses, for enhancing the specialty teachers, make the most use of the special teachers as the departmental teachers. Secure the temporary teachers separately and secure arrange and properly the number of the departmental teachers. And it is necessarily considered that we have the system to stipulate school hours a week of the departmental teachers and school hours a week of teachers in charge. Second, as of 1993, we think that in a period of transition of practcing the departmentalization, the departmental teachers should be given many priorities. But if they act as the departmental teachers with the confident manners in possessing specialty. They wouldn't do any emphasis on priorities and feel a sense of alienation. The charge of recognition is to be speedly made about the departmental teacher. Third, as of 1993, it is not in a state that the departmental teachers pre-train and post-arrange. The present teachers is being trained with the standard trainig program, but because it is a temporary element. The teacher traing system of pre-training and post-arrangement, which can exalt their quality as a subject, is asked to be made urgently. Therefore as of 1993 in diminishing the teacher's class charge the departmentalization, which many teachers approved, has to be made with focus to exalt the ability of the child's studying. Fourth, in order to enhance of the present teacher's quality of the subject specialist, we have to replace the standard training of the teachers in charge of one specified subject with the qualified trainig, more than 80 hours. So we have to offer pertinent subject a teacher's license. Also, we should select the excellent teacher in Art & Physical Education and Nature subject among the present primary school teachers and try to grope for the practical and systemic(plans) which enable well-educated people in university to act as a genuine sincere teacher in charge of one specified subject. Fifth, the establishment of each classroom of a teacher in charge or the studyroom of the departmental is urgently made, and the subject textbook and teaching tools is to be made sufficiently. Sixth, As we see in the next as a result of practicing the departmentalization. I hope that the vertical research will be done about how really does the quality of study improve and that the study of realities about separate subject which is adapted to the departmentalization.