서울시 중등 교사의 논쟁학습 실천 지향성에 따른 논쟁학습 장애에 대한 인식 분석

The research intend to contribute to the base on the implementation of issues-centered Democratic Citizenship Education, by exploring the teachers’ cognition about the practical barriers dependant on the implemental orientation of issues-centered education. As the practical principles of issues-centered education are in concordance with the ‘Beutelsbacher Consent’, this study made a secondary analysis from the precedent data by a stratification sampling of 412 secondary teachers in Seoul from the 2017 questionnaire of ｢A study on the practical application of the school citizenship education based on Beutelsbacher Consent｣. The object of the investigation is to categorize their support or acceptance level of the Beutelsbacher Consent to classify their cognition into ‘positive/ordinary/negative’ groups by level of implemental orientation of issues-centered education. The one-way ANOVA has shown the following: First, the more negative implemental orientation group has a more negative position regarding the accordance of the present national curriculum and textbook with the content being issues-centered education, and regard the implementation of issues-centered education as a violation of a teacher's obligatory duty concerning political neutrality. Second, the more positive the implemental orientation is, the more sensitive the cognition is regarding administrative sanction as their outer barrier and the teachers' unstable status on dealing with controversial issues in the classroom. Although the object of investigation is limited to secondary teachers in Seoul, this study has shown that teachers have different cognition depending on their implemental orientation concerning issues-centered education. The finding suggest that differentiated actions for teachers’ different cognition orientation are required for the spread of issues-centered Democratic Citizenship Education.