교육공동체 관점에서 본 교사-학부모 간 협력 과제 : 학부모의 교육관여를 중심으로

The current study explores ways on how teachers and parents can develop active collaboration based on the discourse of educational community. Analyses on teacher-parent conflicts were conducted in light of four core values of desirable educational community; a) shared visions, b) democratic participation, c) collaboration and communications, and d) relational caring. Parent involvement was suggested as a practical vehicle for transforming current conflicts into sustainable and successful teacher-parent collaboration. Further, the present study examines areas and concepts regarding parent involvement, as well as, theories and prior studies on factors motivating parent involvement. Driven from the analyses, six intervention strategies were developed in order to help Korean parents participate into their children’s school education as independent and subjective members of educational community. Intervention strategies include the following: first, promoting dual and equal communication between teachers and parents; second, increasing school administrators‘ efforts for conflict mediation; third, respecting parental autonomy and uniqueness when participating into their children’s school education; fourth, providing education for teacher trainees on issues and coping strategies when collaborating with parents; fifth, emphasizing the significance of parental involvement activities reflecting core values of educational community; lastly, building partnerships among school(teacher), parents, and local community, which enhances mutual growth by sharing resources.