고교학점제 도입에 관한 고교교사의 인식 분석

Abstract

This study analyzed high school teachers' perceptions about the introduction of a high school credit system that will support and materialize student choice-oriented curriculum at a time when the 2015 curriculum, which creates new knowledge and values, was introduced at school sites. With the aim of fully introducing the system in 2025, the government and unit schools are striving to secure successful settlement of the system by collecting experiences and research results from various sites, focusing on research and development schools. Meanwhile, the high school credit system is an innovative system that changes a lot compared to the existing academic management system operated by high schools. Therefore, the teachers' group, the main body of the system's operation, was set up as focus group and the educational environment-related areas such as teachers' supply, training, teacher culture, etc. were divided into two areas, including education administration information system, school facilities, and educational environment. The research issue is to find out teachers' awareness about the introduction of the high school credit system and teachers' awareness in areas related to the educational environment, and the results of the study based on the results of each research issue are as follows. First, high school teachers value a review of the effectiveness and usefulness of teachers in the areas related to the introduction of the high school credit system. It emphasized that support for division of roles, assignment of administrative staff, and supply of teachers should actually be shown as an effect of job reduction, and that in the case of teacher training, application in the actual site should be made through sufficient demand analysis to make it useful for teacher training. And classroom research support, incentive support and work relief for teachers in charge of multidisciplinary subjects should be done in a form that can actually focus on classes. Therefore, it can be seen that the support in the areas related to teachers to be made at the level of the Education Ministry, the education office, and the unit schools should be done through sufficient on-site surveys and demand analysis to give teachers the feeling that they are actually receiving support on the site. Second, teachers recognized that autonomous participation based on internal motivation should be pre-empted as the main driver of the high school credit system. It said that the continued central-level policy drive for the implementation of the innovative system will proceed from the education office level to the unit schools, and that the implementation of the notification ceremony and participation in compulsory training will lead to the failure of the system. Therefore, more active and specific guidance and promotion should be made to give teachers the perception that the high school credit system goes with me, and the autonomy of teachers in participating in the system should be respected. Third, they were aiming for a change in school to suit the trend of the times. The manager stressed that the leadership should be oriented toward democracy and decentralization rather than vertical and coercive leadership, and that faculty members at school, including instructors, should continue to work at the individual and school level to improve professionalism and basic skills with their responsibilities as teachers. It has been revealed that the high school credit system can be implemented in a stable and organic manner in a unit school, community and pan-national cooperative culture. Fourth, it is an improvement in the educational environment based on advanced operating cases. According to the opinions of the participants, school sites differed by region, time of establishment, and type, but they did not have enough infrastructure to implement the high school credit system when it comes to the educational environment of the school classroom operation, education administration system, and rest area. Therefore, the direction of improvement of the educational environment should be sought based on the results of the operation of overseas operation cases and research leading schools, including field survey and demand analysis in the areas related to teachers. Based on this conclusion, the recommendations in this study are as follows: First, it is too much to generalize the results of the study as a whole because it is limited to 10 teachers in Busan and South Gyeongsang Province. Therefore, it is necessary to expand the research targets by region and type of school, and carry out quantitative research through the clarifications of the survey according to the policy progress of the high school grading system. However, based on teachers' experience in school, it is meaningful that they have come up with an in-depth and phenomenological understanding of the school site to improve in areas related to teachers and the educational environment of the high school grading system. Second, follow-up research on the evaluation area of the high school credit system needs to be conducted. Since the study limited the research issue to areas related to teachers and the educational environment, sufficient discussion is needed on how and how to apply the achievement evaluation system for high school grades. Third, it is the government's role in the high school credit system. Practical support with high effectiveness and usefulness at school sites, continuous implementation of education policies, not changes in each change of government, active guidance and promotion to unit schools and improvement of the student-centered educational environment should be made. It is expected that the central promotion team for the high school credit system, which was launched in 2019, will play a more active role.