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학교문화예술교육 무용예술강사의 전문성 강화를 위한 자기평가영역 탐색

Exploring the Self-Evaluation Areas to Strengthen the Dance Teaching Artists’ Professionalism in Arts and Culture Education at School

  • 윤정옥 (Yoon Jeong Ok, 강릉원주대학교 교육대학원)

초록/요약 도움말

The purpose of this study is to explore the areas of self-evaluation that strengthen the professionalism required for dance teaching artists in school arts and culture education. This academic attempt can be a guideline for improving the quality of dance classes in school arts and culture education. Furthermore, it provides a foundation for promoting the voluntary efforts of dance teaching artists. Thus, in this study, a literature review, expert meetings, and a modified Delphi survey method were carried out to derive the self-assessment areas, and a validity analysis was also conducted. As a result of this study, the areas of self-evaluation for dance teaching artists in school arts and culture education are categorized into three perspectives: knowledge, performance, and attitude. Each of these is ① ‘Artistic Expertise’(knowledge of dance education, knowledge of dance expertise, interdisciplinary content knowledge), ② ‘Educational Expertise’ (lesson planning and design, teaching methods and operation, lesson evaluation and feedback), and ③ ‘Instructor Expertise’ (personal qualities and qualifications, communication, self-competence development). More in detail, firstly, artistic expertise refers to the 'knowledge' of the professionalism that school dance teaching artists should possess. It includes dance education knowledge (understanding of dance concepts and movement principles, understanding of expressive activities within the curriculum, understanding of expressive activities outside the curriculum), dance expertise knowledge (capacity expansion in practical skills across various dance genres, combining choreography and choreography methods, combining movement appreciation and criticism), and interdisciplinary content knowledge (understanding the goals and directions of school arts and culture education, practicing interdisciplinary activities through an understanding of connections between other fields/subjects). Accordingly, dance teaching artists need to have a broad intellectual perspective based on rich background knowledge to raise the quality of arts and culture education at school. They should acquire various specialized knowledge to enhance their artistic expertise as dance educators. Secondly, educational expertise means the 'performance' of the professionalism that school dance teaching artists should qualify for. It consists of lesson planning and design (analyzing dance class requirements of schools and students, planning educational goals by learner levels, planning dance course content design from a creative and interdisciplinary perspective), teaching methods and operation (effective transmission of various movements, inducing creative movement expression in learners, efforts to enhance learners' cultural sensibility, leadership through communication and trust-building with learners, flexibility in class progress considering learners' characteristics and levels, efforts to create a safe learning environment), and lesson evaluation and feedback (reflective thinking activities for quality management of education, analysis of learners' interest and satisfaction evaluation, application of education improvement measures based on evaluation analysis). Consequently, dance teaching artists, both artists and educators, need to practice systematic management of activities in school arts and culture education. In addition, they should keep strengthening their educational expertise through the establishment of a feedback system of ‘Design - Plan - Practice – Evaluation’ and verify their own competence voluntarily. Thirdly, instructor expertise represents the 'attitude' of the professionalism that school dance teaching artists should have. It constitutes personal qualities and qualifications (attitude of respecting learners' thoughts and emotions, appropriate language behavior and practices as an instructor, adherence to class schedules and a diligent attitude), communication (collaborative teaching through communication with school teachers, active communication and interaction with local operational institutions and Korea Arts and Culture Education Service), and self-competence development (fulfillment of mandatory training related to arts and culture education, efforts to improve educational capabilities through workshop participation and network building, continuous participation in artistic activities for cultivating artistry). Therefore, dance teaching artists should not just deliver knowledge but possess humaneness, which is considered a base of mutual understanding and communication. They also need to pursue self-development through the process of reflection in order to strengthen their expertise. In conclusion, dance teaching artists have to be professionals who encompass both arts and education. They should understand the characteristics of learners, analyze learner requirements, and be equipped with the agility and flexibility required in educational settings. In this regard, dance teaching artists can be encouraged to use self-assessment methods as an institutional vehicle to develop and advance their competencies. By interpreting the purpose and goals of school arts and culture education, they can play a vital role as facilitators of participation in arts and culture, contributing to changing students' lives in the long-term.

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목차 도움말

Ⅰ. 서론 1
1. 연구의 필요성 1
2. 연구목적 및 연구문제 5
3. 용어의 정의 6
4. 연구의 제한점 8

Ⅱ. 이론적 배경 9
1. 학교문화예술교육 9
2. 교사 전문성 21
3. 교육평가 25

Ⅲ. 연구방법 30
1. 연구설계 및 절차 30
2. 문헌조사 31
3. 전문가 회의 33
4. 델파이 조사 35

Ⅳ. 연구결과 41
1. 학교무용예술교육 무용예술강사 자기평가영역 41
2. 학교무용예술교육 무용예술강사 자기평가영역 내용타당도 47

Ⅴ. 논의 49
1. 반성적 사고 기반의 자아성찰을 통한 교육전문성 강화 49
2. 문화예술교육으로서 무용교육의 질적 개선 51

Ⅵ. 결론 및 제언 53
1. 결 론 53
2. 제 언 56


참고문헌 57
부록 68
Abstract 81

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