교육비평방법론을 활용한 질적연구

Abstract

본 연구에서는 질적연구방법의 주요한 방법 중 하나인 교육비평방법론을 소개하고 이론에서 중요하게 생각되는 개념들의 의미를 다시 되새김과 동시에 심화시키고자 한다. 이를 통해 질적 연구자들에게 교육비평방법론의 이론과 실제에 대해 논의하려 한다. 한편으로는 교육비평방법론을 적용한 질적연구의 절차를 탐색할 것이다. 이를 토대로 질적연구의 과정을 재구성하고 교육비평을 활용하고자하는 질적연구자들에게 지침을 제공하고자 한다. 우리나라의 경우 아직도 교육비평과 감식안 개념은 생소하고 새로운 것으로 인식되고 있다. 교육비평에 대한 이론적 설명은 많이 시도되었지만 구체적으로 현장작업과 관련하여 무엇을 어떻게 해야 할 것인지에 대한 방법적 과정에 대한 상세한 소개는 없는 실정이다. 따라서 본 연구를 통하여 우리나라에 아직 구체화되지 않고 있는 교육비평방법론의 실제적 적용의 가능성을 더욱 확장시키고자 한다. 그리하여 조직, 기관, 집단, 프로그램의 과정 연구에서 교육비평방법론을 활용한 질적연구가 더욱 널리 확산되기를 기대한다.

This study aims to propose the theoretical concept of educational criticism for qualitative researchers and present practical process of qualitative research, based on the methodology of educational criticism. The concept of educational criticism is composed of two elements; criticism and connoisseurship. Criticism refers to a task in which a researcher evaluates a phenomenon, based on certain grounds, by observing a scene or a site as it is. In criticism, there is no final, conclusive or perfect definition. Depending on the context of research, the result of criticism can always be different. On the other hand, connoisseurship is dependent on intellectual capacity of a researcher and it is a capability of carefully analyzing certain event and phenomenon that is likely to be overlooked, to distinguish various characteristics out of them. According to the concept of connoisseurship, it is important to understand and criticize the fact artistically, based on sharp discernment in conjunction with rational judgement and scientific analysis on a certain scene or a site. Furthermore, it is essential to realize ourselves in the process of understanding our world of life. Educational criticism combines both concepts and is characterized as a research methodology of which a variety of phenomena happening in the field are described and analyzed. The process of qualitative research, based on educational criticism can be explained as follows: First, it defines research problems. As for the necessity of research, it can use episodes, while the type of research problems can be stated in the form of description, understanding and depiction. Moreover, it is necessary to present the preliminary research results in parallel with the importance of research and the limitations of research. Second, it explains research methods. It is required to describe the research participants and spot where the event occurred in detail, as they are the most important factors to form the structure of a research. Moreover, it is vital to make a full explanation about theoretical knowledge of connoisseurship, constituting a core concept of educational criticism. As for the research process, the researcher should choose the best way to explain the research. At the last stage, it is important to clarify how the problems of research ethics have been solved. Third, data is collected and analyzed. In educational criticism methodology, data collection takes place in a circular and concurrent way. So as to ensure the research validity, educational criticism applies the methods of structure corroboration, consensual validation and referential adequacy. Finally, research results are laid out. The results are also laid out in paper writing. When the research results are described, it is essential to clearly mention, from whom the paper is originated and apply the appropriate writing strategy.