한국 세계시민교육 제공의 도전과제 : NGO 활동에 참여하는 초등 교사들의 인식 연구

Abstract

Objectives: This study aims to explore the perceived challenges and solutions of the elementary school teachers who actively participate in GCED. Originality: Despite increasing attention and support on global citizenship education(GCED) in Korea, many teachers are facing difficulties in providing GCED at school. While there are studies that identified the challenges faced by teachers when providing GCED, this study focuses on elementary school teachers who are engaged in various GCED activities, including NGO activities, and have experiences in delivering GCED in their own schools. Also, elementary school teachers are selected as the research target because they have relatively more discretion to reorganize the curriculum and face less pressure from university entrance examinations compared to teachers in middle and high schools. Methods: This study uses an explanatory sequential mixed-methods approach that employs both a questionnaire and interviews. We identified 21 possible challenges from previous relevant research and interviewed 8 teachers based on a questionnaire they completed. Results: Through analyzing results of the surveys and in-depth interviews, this study presents three major challenges: lack of awareness and interest of colleagues, fragmented support system, and ambiguity of the GCED concept. These challenges make teachers difficult to sustain their intrinsic motivation, and unable and unwilling to pursue GCED. Furthermore, fragmented support system results in inefficient and ineffective GCED. In order to remove the causes of these challenges, the possible solutions are reducing teachers’ workloads, making GCED a required course for teachers, and clarifying GCED concept. Furthermore, various solutions to alleviate the challenges, such as arranging a forum for teachers to discuss GCED and increasing teachers’ participation in proposing and evaluating GCED related policies and projects, etc. are suggested. Conclusions and Implications: The findings of the research suggest that when teachers agree that GCED is necessary, understand its concept, and become global citizens themselves, then they can voluntarily apply its elements to various subjects in terms of both educational content and methods in their classes.