도서소개
한국교육과정학회는 회원들의 관심과 헌신에 힘입어 크게 성장해왔으며, 이러한 흐름 속에서 금번에 교육과정학의 연구방법론 책을 출간하게 되었다. 이전에도 우리 학회 차원에서 단행본을 두 번 출간한 적이 있다.「교육과정: 이론과 실제」,「교육과정: 이해와 개발」이다. 그리고 2017년에 교육과정학 용어대사전이 출간되었다. 이러한 과거 성과에 힘입어 이번에는 유능한 신진 소장학자들을 중심으로 한 연구방법론 책을 출간하게 되었다.
이번 교육과정 연구방법론의 출간은 여러 의미 있는 변화로 생각되며, 이전 특정 주제 중심의 단행본 집필과는 다른 의미를 지닌다고도 볼 수 있다. 우선 소장 연구자들 중심으로 자발적으로 이루어졌다는 점이다. 그리고 학문후속세대를 지원하는 대학원위원회에서 기획하고 추진하였다는 점이다. 이 점은 기존의 중견 학자 내지 학회장 중심으로 특정 집필자를 모집하여 추진했던 방식과는 사뭇 다르다는 점에서 큰 의미를 지닌다고 볼 수 있다.
목차
머리말 / 3
Ⅰ 교육과정 연구방법론의 의의와 동향
제1장 교육과정 분야에서 연구방법론의 발전 방향: 질적 접근의 반성적 조절 ······15
Ⅰ. 서론 ·················································································15
Ⅱ. 교육과정에서 질적 연구를 다시 생각하기: 반성적 조절의 토대 ·············24
Ⅲ. 다양한 질적 탐구양식의 비판적 이해 ···········································30
Ⅳ. 교육과정 질적 연구의 의미와 주제의 해석적 재구성 ·························46
Ⅴ. 결론 ·················································································56
제2장 국내 교육과정 분야의 연구 방법 동향: 쟁점과 과제 ····························63
Ⅰ. 들어가며 ············································································63
Ⅱ. 국내 교육과정 분야에서의 연구 방법의 변화 양상 ····························65
Ⅲ. 최근 교육과정 연구 방법의 쟁점과 과제 ·······································71
Ⅳ. 나가며 ··············································································76
Ⅱ 교육연구에서 철학적 접근과 고전적 응용
제3장 분석철학적 연구 ·······································································85
Ⅰ. 서론 ·················································································85
Ⅱ. 분석철학이란 무엇인가? ··························································86
Ⅲ. 분석철학적 연구방법 ······························································88
Ⅳ. 교육학에서의 분석철학적 국내외 연구 사례 ····································96
Ⅴ. 분석철학적 연구의 평가와 과제 ················································101
제4장 체계적 문헌 고찰 ····································································107
Ⅰ. 서론 ···············································································107
Ⅱ. 문헌분석 방법의 중요성 ·························································108
Ⅲ. 문헌분석 방법의 의미와 절차 ···················································109
Ⅳ. 사회과학 연구에서 적용 사례 ···················································128
Ⅴ. 향후 과제 ·········································································141
제5장 내용분석(Content Analysis)의 이해와 실제 ····································143
Ⅰ. 서론 ···············································································143
Ⅱ. 내용분석의 의미와 절차 ·························································145
Ⅲ. 교육과정 연구 분야에서의 내용분석 사례 ·····································152
Ⅳ. 마치며 ·············································································157
제6장 교육과정 분야의 국제비교연구 ·····················································161
Ⅰ. 들어가며 ··········································································161
Ⅱ. 국제비교연구의 의미와 목적 ····················································162
Ⅲ. 국제비교연구의 유형 및 사례 ···················································163
Ⅳ. 교육과정 분야 국제비교연구에 대한 제언 ·····································176
Ⅴ. 맺음말 ·············································································181
Ⅲ 양적 연구 전통과 그 응용
제7장 교육과정 연구를 위한 양적연구 ···················································185
Ⅰ. 양적연구 개관 ····································································187
Ⅱ. 교육과정 연구에서의 양적연구 실제 ···········································204
Ⅲ. 맺음말 ·············································································211
제8장 양적 연구 통합을 위한 메타분석 ··················································213
Ⅰ. 서론 ···············································································213
Ⅱ. 메타분석에서 사용되는 주요 용어 ··············································214
Ⅲ. 메타분석의 절차 ··································································233
Ⅳ. 결론 ···············································································235
제9장 교육과정 연구를 위한 빅데이터 분석 ·············································239
Ⅰ. 교육과정 연구에서 빅데이터 분석의 필요성 ··································239
Ⅱ. 교육과정 연구를 위한 빅데이터 분석의 개요 ·································244
Ⅲ. 교육과정 연구를 위한 빅데이터 분석 환경 구축 ·····························253
Ⅳ. 빅데이터 분석으로서의 교육과정 텍스트 마이닝 사례 ·······················259
Ⅴ. 대규모 언어 모델이 열어갈 미래 ···············································263
Ⅳ 질적 연구의 전통적 접근
제10장 질적 면담: 세상에 말걸기의 중요성과 어려움 ···································271
Ⅰ. 서론 ···············································································271
Ⅱ. 다양한 이론적 입장들 ···························································272
Ⅲ. 다양한 면담의 세계 ······························································277
Ⅳ. 면담 설계와 진행시 유의 사항 ·················································282
Ⅴ. 결론 ···············································································286
제11장 질적 사례연구(Qualitative Case Study) ·······································291
Ⅰ. 사례연구에 관한 몇 가지 의문 ·················································291
Ⅱ. 질적 사례연구의 이해 ···························································296
Ⅲ. 질적 사례연구의 실제 ···························································302
Ⅳ. 질적 사례연구 예시 ······························································309
제12장 에스노메소돌로지(Ethnomehodology) ···········································315
Ⅰ. 교육과정 연구에서의 에스노메소돌로지의 출현 ·······························315
Ⅱ. 에스노메소돌로지의 이해 ························································317
Ⅲ. 실천에 관한 미시적 분석의 방법으로서의 ethno-method ··················320
Ⅳ. 나가며 ·············································································331
제13장 교육과정 연구와 근거이론의 활용 ·················································335
Ⅰ. 근거이론이란? ····································································335
Ⅱ. 교육학에서의 근거이론 활용 ····················································343
Ⅲ. 근거이론 기반 교육과정 연구의 실태 ··········································351
Ⅳ. 근거이론 기반 교육과정 연구의 개선 방향 ···································358
제14장 교육과정연구에서 내러티브 탐구의 의미와 활용방안 ···························363
Ⅰ. 들어가며 ··········································································363
Ⅱ. 교육과정연구에서의 내러티브 탐구 ············································366
Ⅲ. 내러티브 탐구의 절차와 방법 및 전략 ········································368
Ⅳ. 내러티브 탐구 방법 및 전략의 활용 사례 ·····································375
Ⅴ. 나가며 ·············································································381
제15장 실행연구 ···············································································387
Ⅰ. 실행연구의 개념 및 특징 ························································387
Ⅱ. 교육과정 실행연구 절차와 방법 ················································390
Ⅲ. 교육과정 실행연구 사례 분석 ···················································399
Ⅳ. 좋은 실행연구자 되기 ···························································405
제16장 생애사 연구 ···········································································409
Ⅰ. 들어가며 ··········································································409
Ⅱ. 한 인간의 삶의 역사에 대한 연구 ·············································411
Ⅲ. 인간의 생애에 참여하는 연구 ···················································414
Ⅳ. 생애사 연구설계 및 관계 맺기 ·················································419
Ⅴ. 자료수집 및 분석: 분석적, 성찰적, 탐색적 면담하기 ························424
Ⅵ. 교육 연구에 생애사 연구 사례 ·················································428
제17장 쿠레레와 자서전 연구 ·······························································433
Ⅰ. 들어가며 ··········································································433
Ⅱ. 쿠레레와 자서전 연구의 의미와 필요성 ·······································434
Ⅲ. 분석 방법 ·········································································442
Ⅳ. 교육과정 연구에서 쿠레레 및 자서전 방법의 적용 사례 ····················448
Ⅴ. 나가며: 쿠레레 및 자서전 연구의 과제 ········································451
제18장 교육과정 연구를 위한 현상학적 질적 연구 ······································457
Ⅰ. 연구방법으로서 현상학적 질적 연구 ···········································457
Ⅱ. 현상학적 질적 연구의 방법론적 탐색 ··········································458
Ⅲ. 교육과정 연구방법으로서 현상학적 질적 연구 ································478
제19장 교육과정 연구에서 델파이 조사의 적용 방안 탐색 ·····························485
Ⅰ. 서론: 델파이 조사의 개념 ·······················································485
Ⅱ. 델파이 조사의 유형과 특징 ·····················································488
Ⅲ. 델파이 조사의 연구 방법 탐색 ·················································494
Ⅳ. 델파이 조사의 적용 사례 분석 ·················································503
Ⅴ. 요약 및 제언 ·····································································510
Ⅴ 질적 연구의 심화
제20장 교육과정의 미학적 탐구 방법 ······················································519
Ⅰ. 개요 ···············································································519
Ⅱ. 예술적 교육과정 ··································································525
Ⅲ. 연구 방법 및 주요 연구 사례 ··················································529
Ⅳ. 향후 연구에 대한 제언 ··························································533
제21장 교육과정 비평과 에세이 ·····························································539
Ⅰ. 머리말 ·············································································539
Ⅱ. 에세이, 비평, 교육과정 비평의 개념 ···········································540
Ⅲ. 교육과정 비평의 특징 ···························································546
Ⅳ. 교육과정 비평의 실천적 방법 ···················································549
Ⅴ. 끝으로 ·············································································556
제22장 교육학에서 담론 분석의 의미와 활용방안 ········································561
Ⅰ. 들어가며 ··········································································561
Ⅱ. 분석 방법①: James P. Gee의 담론 분석 ·····································564
Ⅲ. 분석 방법②: Norman Fairclough의 비판적 담론 분석 방법 ···············568
Ⅳ. 교육학 및 사회과학 연구에서 비판적 담론 분석의 의미: 국내외 연구 사례를 중심으로 ···················································572
Ⅴ. 담론 분석의 난점과 향후 과제 ·················································579
제23장 후기구조주의 연구 방법 ·····························································583
Ⅰ. 후기구조주의 논의의 등장과 교육과정 연구 ··································583
Ⅱ. 후기구조주의 연구의 주요 접근 ················································585
Ⅲ. 사례로 본 연구 방법 ····························································589
Ⅳ. 연구 방법의 한계와 가능성 ·····················································604
제24장 포스트 질적 탐구 ····································································611
Ⅰ. 들어가며 ··········································································611
Ⅱ. 포스트 질적 탐구의 맹아 ························································613
Ⅲ. 포스트 질적 탐구의 시작 ························································619
Ⅳ. 연구자들을 위한 제안 ···························································628
제25장 대한민국 사회에서 다양한 이주배경 소수자의 목소리를 담기 위한 교육과정 연구 ··635
Ⅰ. 들어가며 ··········································································635
Ⅱ. 대한민국 다문화교육 연구의 맥락 ··············································636
Ⅲ. 다양한 이주배경 소수자의 목소리를 담기 위한 교육과정 연구는 가능한가 ······················································639
Ⅳ. 이주배경 소수자와 이들을 환대하는 다수자 곁에서 교육과정 연구자로 살아가기 ····················································652
Ⅴ. 나가며 ·············································································653
제26장 교육과정 연구를 위한 혼합연구 ···················································657
Ⅰ. 서론 ···············································································657
Ⅱ. 혼합연구방법의 기초와 유형 ····················································659
Ⅲ. 혼합연구를 위한 준거와 고려사항 ··············································668
Ⅳ. 혼합연구의 전망 ··································································674
Ⅵ 과제와 전망
제27장 미래지향적 교육과정 연구방법론 ··················································681
Ⅰ. 교육과정학의 특수성: 위기와 희열 ·············································681
Ⅱ. 교육과정학의 연구질문 ··························································682
Ⅲ. 한국에서 교육과정 연구방법론의 발전 ·········································686
Ⅳ. 미래지향적 교육과정 연구방법론 ···············································688
찾아보기 ···············································································698
저자소개
<편집위원회: 대학원위원회>
위 원 장: 김종훈(건국대학교 교수)
위 원: 김지혜(한국교육개발원 연구위원)
노진아(성균관대학교 부교수)
엄수정(경기도교육연구원 부연구위원)
이지은(경북대학교 사범대학부속 중등교육연구소 연구원)
허예지(한국교육과정평가원 부연구위원)
편집간사: 김수영(학회 총무간사, 안동대학교 강사)
<저자 소개>(가나다순)
강이화(부산교육대학교 부교수)
강지영(성신여자대학교 조교수)
강현석(경북대학교 교수)
김세영(한국교원대학교 조교수)
김수영(안동대학교 강사)
김종훈(건국대학교 교수)
김지혜(한국교육개발원 연구위원)
김필성(부산대학교 지역혁신역량교육연구센터 전임연구원)
노진아(성균관대학교 부교수)
박일수(공주교육대학교 교수)
성열관(경희대학교 교수)
성정민(공주대학교 강사)
송슬기(인하대학교 박사)
신경애(경북대학교 강사)
양영자(한국교육과정평가원 부연구위원)
엄수정(경기도교육연구원 부연구위원)
유재봉(성균관대학교 교수)
유진은(한국교원대학교 교수)
이경건(서울대학교 교육종합연구원 연구원)
이승미(한국교육과정평가원 연구위원)
이지은(경북대학교 사범대학부속 중등교육연구소 연구원)
이형빈(가톨릭관동대학교 교육전담 교수)
정상원(춘천교육대학교 교수)
조현영(인하대학교 교수)
조현희(홍익대학교 조교수)
최정희(단국대학교 연구교수)
홍원표(연세대학교 교수)
황윤세(강원대학교 교수)
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