earticle

영어

In order to enhance school's capacity of education welfare, which is geared to decrease students' educational alienation, the learning experiences of school staff in education welfare activities have to be expanded and enriched. This study intended to look into the learning experiences of school staff in the context of the current education welfare priority project in primary and secondary schools. For this, the concept of 'community of practice' was introduced as a frame of analysis. A qualitative study was conducted on four schools which have relatively long and successful history in the project. The result shows that some kinds of communities of practice are formed and working in the subject schools, even though they are not as perfect as defined by Wenger, especially in terms of voluntariness, self-regulation and informality. However, learning about education welfare is actually taking place through direct and indirect participation in the activities. Also, people share certain kinds of way of interaction and problem solving to some extent. These are the characteristics of community of practice. On the other hand, there also appear some negative factors that might impede the operation of the community of practice. If these negative factors are properly controlled and overcome, it is expected that those communities of practice focused on education welfare will develop and even flourish thanks to their genuine educational value and the dedication of high-quality human resources in our schools.

한국어

학생의 교육소외를 해소하고 잠재역량을 최대한으로 개발할 수 있는 학습기회를 주기 위한 교육복지 기능을 학교가 효과적으로 수행하기 위해서는 학교의 총체적인 교육복지역량이 신장되어야 하며 이를 위해 학교구성원의 교육복지 학습이 원활하게 이루어져야 하는 바, 본 연구는 실천공동체(CoP)라는 개념 틀을 통해 학교 구성원의 교육복지 실천과 학습의 모습을 파악하기 위한 질적 연구를 실시하였다. 연구대상 학교에는 교육복지를 영역으로 하는 실천공동체가 어느 정도 구성요건을 갖추어 형성되어 있으며, 교육복지사업 실행 과정에서 구성원간의 다양한 양상의 상호적 참여와 경험의 공유를 통해 학습이 이루어지고 있는 것으로 파악되었다. 동시에 교육복지 실천공동체에 부정적인 요소도 관찰이 되는 바 교육복지 학습의 촉진을 위해 이러한 요소를 해소하기 위한 적절한 대응이 이루어질 필요가 있다.