Education

국내 교사 신뢰도 20년 새 5.8% 떨어졌다

국내 초·중·고 교사에 대한 신뢰도가 20년 새 5.8% 하락했다는 연구결과가 나왔다. 자녀의 성공기준으로 명문대 진학을 꼽는 비중도 점점 감소하는 것으로 드러났다. 한국교육개발원(KEDI)은 6일 이 같은 내용의 ’교육여론조사‘ 결과를 공개했다. 이번 조사는 지난 2001년부터 2021년까지, 20년간 KEDI에서 실시한 여론조사 결과를 토대로 교육에 대한 우리나라 국민의 인식변화를 분석한 내용을 담았다. 우선 초·중·고 교사의 자질과 능력에 대한 신뢰도 변화를 살펴본 결과, 2001년 29.5%에서 2021년 22.1%로 떨어진 것으로 확인됐다. 20년간 5.8%가 하락한 것이다. 교사들이 갖춰야 할 능력에 대해서는 생활지도(18.1% → 30.2%)와 진로지도(5% → 14.9%)가 필요하다고 평가했다. 반면 의사소통은 31.5%에서 12.4%로 감소했다. 지난 20년간 학교 교육에 대한 인식변화는 어떨까. ‘교육과정이 잘 운영되고 있다’는 인식에 대해 그렇다는 반응은 13.8%(2001)에서 20.2%(2021)로 약 6.4% 증가했다. 학교급별로 살펴보면, ▲초등학교(24.8% → 33.4%) ▲중학교(12% → 20.5%) ▲고등학교(9.2% → 16.6%)의 결과로 집계됐다. 교사에 대한 신뢰는 낮았지만, 학교 교육환경에 대한 만족도는 대체로 높은 편이었다. 그럼에도 초·중·고교의 교육 내실화를 위해서는 학급당 학생 수 감축(28.8% → 44.3%)과 학벌 위주의 사회체제 개선(14% → 21.4%)에 대한 의견은 꾸준히 증가했다. KEDI가 공개한 자료에는 ’교육관에 대한 인식변화‘가 포함됐다. 시간이 지나면서 교육여건이 개선되는 등 교육환경이 달라지면서 지난 10년간 국민들은 자녀 교육관에 변화가 생긴 것으로 나타났다. 이에 따르면, 2010년 자녀의 성공기준으로 명문대 진학을 꼽은 비율은 22.1%였지만, 2021년 8.7%로 떨어졌다. 이와 반대로 ’자녀가 좋아하는 일을 하는 것‘이라고 응답한 비율은 13.5%(2010)에서 23.7%(2021)로 파악됐다. KEDI는 10년 전과 달리 자녀의 성공이 명문대 입학에서 소망적인 삶을 살아가는 것으로 크게 이동하고 있다는 분석을 내놨다. 한편 대입과 관련된 조사결과도 있었다. 최근 10년간 대학진학을 위한 입학전형에서 어떤 항목이 가장 많이 반영되기를 원하는지의 변화를 살펴본 결과, 대학수학능력시험이 25.5%(2011)에서 39.%(2021)로 상승했다. 반면 고교내신은 35%에서 13.9%로 크게 감소했다. 이밖에도 인성 및 봉사활동은 12.4%에서 26.6%로 늘어났다.

한국판 뉴딜로 본 향후 교육정책

When Education Is Designed for All Learners

Everyone loves watching a well executed circus act—one that surprises, delights and briefly suspends us in awe. It’s the kind of performance that makes an impression because its success relies not upon magic or deceit but dedication and practiced skill. Take, for instance, the precarious act of spinning plates on poles, seemingly defying the laws of gravity. Think plate spinners are a thing of the past? Well, step right up, ladies and gentlemen, and watch Regina Meeks perform her scholastic plate-spinning act! The Academically Intellectually Gifted (AIG) Certified and Talent Development (TD) Catalyst teacher works with groups of gifted and advanced learners across the Charlotte-Mecklenburg school district in North Carolina. She travels between two different school sites throughout the week. She plans instruction for four separate grade levels—second through fifth—and two different subject areas—math and ELA—while also deciding which classroom technology is best suited to each day’s lesson. And on top of all that, she’s a mentor and coach to new teachers. How does she do it? Well, as you might expect, she’s a talented and dedicated educator. But she’s also got the right tools for the job. Propping up her vigorous routine are the poles of Universal Design for Learning (UDL) and the perfect blend of education technology, ensuring that everything keeps spinning along at the right pace and momentum. Meeks was introduced to us after participating in the UDL Product Certification listening sessions, a project sponsored by the Educating All Learners Alliance (EALA), a coalition of organizations dedicated to supporting students with disabilities and learning differences. Recently, she sat down with EdSurge to explain exactly how she manages to keep her many plates from crashing to the ground.

Student satisfaction in flipped classroom is built on guidance, pedagogy, and a safe atmosphere

Students are satisfied with flipped classroom when they have systematic guidance on the teaching approach in use, comprehensive understanding of both the content being taught and the discipline more generally, and a safe learning atmosphere conducive to conversation. Teachers also need to pay attention to the students' technological skills and their own contact teaching skills, according to a new study from the University of Eastern Finland. In traditional higher education teaching, the student attends a lecture where the teacher gives an oral presentation to teach about a particular subject. After the lecture, the student goes home to complete the assignments given by the teacher and reads the study materials to get ready for an exam. In flipping, i.e., the flipped classroom approach, it is the other way round. The principle in implementing the flipped classroom model is to give the student pre-class materials, which the student independently goes through in the requested manner, and deeper learning on the content is then achieved collaboratively in class with the teacher and fellow students. Flipping has become increasingly popular internationally in recent years and the learning outcomes, while partly contradictory, have been good. Growing popularity has also led to more research on flipping, however, this is the first time that the success of the flipped classroom approach has been studied from the perspective of student satisfaction. The study involved more than 400 Finnish higher education students. "Our study showed that it is highly important to explain the approach in use to the students at the beginning of the course. In other words, they need information on the teaching method, the study method and the intended learning outcomes. Another important factor is to guide the students in managing their time and to promote self-regulation," says Erkko Sointu, Professor of Special Education at the University of Eastern Finland and the lead author of the study published by an international team of researchers. The students also need concrete evidence of the theories drawn from their discipline. "The teacher should also take into account the technological skills of their students. One of the key factors in contact teaching is to create a safe atmosphere for the students to ask things, question the contents discussed and find explanations during the class collaboratively with their teacher and fellow students," Sointu says.