이 연구에서는 학교컨설팅에서 자발성의 원리가 충족되기 위해서는 학교컨설팅이 일종의 대화 과정이 되어야 한다고 전제하고, 대화의 특성과 대화를 강조한 Socrates와 Freire의 사례로부터 학교컨설팅의 방향을 도출하였다. 우선, 학교컨설팅은 현안 문제의 해결과 더불어 지속적인 학교 개선을 위한 학교의 역량 증진, 특히 학교문화의 변화를 추구해야 한다. 또한 학교의 진단과 해결책 구안에 있어서 학교의 구성원(내부협력자와 초점 집단)이 적극적인 역할을 맡아야 한다. 학교컨설팅은 학교에 대한 총체적 이해에서 출발해야 하며, 학교의 진단과 해결 방안 구안에서 학교 컨설턴트는 다양한 방법들을 동원하여 학교를 이해하고 자신보다 학교 구성원의 시각과 통찰을 우선해야 한다. 끝으로 특정 학교에서의 컨설팅은 지속적이어야 하되 후속되는 학교컨설팅은 내부 컨설턴트가 맡아야 한다. 이러한 방향을 구현하기 위한 학교컨설팅의 절차와 그에 따른 과제도 제시하였다.

This study tried to derive the directions of school consulting from the traits of dialogue and the claims of Socrates and Freire on the premise that school consulting should be a kind of dialogic process if the principle of spontaneity is to be satisfied. As a result, the directions which have been derived are as follows. First, adding to solving pending problems, school consulting should pursue the growth of school's capacity for continuous school improvement, especially the change of school culture. Second, the members of consultee school(the inner consultant and target group) should take an active role in diagnosing that school and providing solutions. Third, school consulting should start from holistic understanding about the consultee school. Fourth, school consultant should try to understand the consultee school using various methods and emphasize the perspective and insights of school members more than his own. Fifth, school consulting for the consultee school should be carried out continually. But follow-up consulting should be carried out by the inner consultant. Based on these directions, the procedures of school consulting as a dialogue were suggested.

This study tried to derive the directions of school consulting from the traits of dialogue and the claims of Socrates and Freire on the premise that school consulting should be a kind of dialogic process if the principle of spontaneity is to be satisfied. As a result, the directions which have been derived are as follows. First, adding to solving pending problems, school consulting should pursue the growth of school's capacity for continuous school improvement, especially the change of school culture. Second, the members of consultee school(the inner consultant and target group) should take an active role in diagnosing that school and providing solutions. Third, school consulting should start from holistic understanding about the consultee school. Fourth, school consultant should try to understand the consultee school using various methods and emphasize the perspective and insights of school members more than his own. Fifth, school consulting for the consultee school should be carried out continually. But follow-up consulting should be carried out by the inner consultant. Based on these directions, the procedures of school consulting as a dialogue were suggested.

school consulting, dialogue, Socrates, Freire