본 연구는 2014년 DESD (Decade of ESD)가 종료된 이후 ESD 교사교육 의 방향을 모색하기 위해 수행되었다. 이를 위해 관련 선행연구 분석과 함 께 교육대학원생들을 대상으로 ESD 이해도 및 ESD 교사교육 현황, 그리고 학교에서의 ESD 현황 및 요구도를 조사․분석하였다. 분석결과 응답자들은 지속가능발전이 환경, 경제, 사회영역을 포함하는 통합적인 개념임을 이해 하고 있는 것으로 나타났다. 그렇지만 세부영역 별로는 환경영역에 대한 이 해도가 높은 반면 경제 및 사회발전 영역에 대한 이해도는 낮은 것으로 나 타났다. 지속가능발전에 대한 태도와 실천의 측면에서도 태도는 높게 나타 난 반면 실천적 측면은 상대적으로 낮게 나타났다. 또한 응답자들이 대학재 학 시절 받은 ESD와 관련된 수업의 비중은 적은 것으로 나타났으며, 특히 20대의 응답자가 40대보다 ESD 수업을 적게 받은 것으로 나타났다. ESD 이해도 측면에서도 20대의 응답자는 40대보다 현저하게 낮은 것으로 나타 났다.
In order to present the future direction of ESD teacher education program after UN Decade of Education for Sustainable Development, the researchers reviewed the related literature and surveyed graduate students attending the school of teacher education at a university in Busan. The researchers measured knowledge, attitudes and behaviors of the respondents concerning (E)SD, analyzed the ESD in teacher education program, and the present condition of ESD and it's need at schools. The results of the survey analysis revealed that the respondents had lower level of understanding in the areas economic or social SD, being compared with that of environmental SD, though they understand SD as the holistic concept of environment, economic development, and social justice. The respondents also showed lower mean score in the domain of (E)SD behaviors than in the domain of (E)SD attitudes. They received low level of ESD when they were undergraduate students, and that there were significant age differences in the level of undergraduate ESD as well as in their present level of understanding in ESD. That is, the respondents in their twenties showed the lowest score in (E)SD attitudes and behaviors, especially strikingly lower than the age group of forties, and also those respondents received ESD the least during their undergraduate period. When the respondents teach ESD to young children at schools, their ESD instruction is mostly focused on the environmental aspect of ESD. Most respondents strongly feel the necessity of ESD in all three aspects. The respondents also mentioned a weak instructional environment for ESD and the vagueness and broadness of ESD concept as major obstacles to ESD instruction. They recommended the activity-centered ESD instruction across the whole curriculum for the effective ESD. Based on the literature review and the analysis of the survey questionnaires, the following recommendations are made for the future direction of ESD teacher education program: First, the holistic instruction integrating three pillars of ESD, environment, social justice, and economic development, is recommended. Especially, it is emphasized that the holistic ESD instruction is strongly related to global citizenship education; Second, it is recommended the reinforcement of ESD at pre-and in-service teacher education program, especially for the beginning teachers; Finally, the theme of sustainability in each subject area needs to be taught in connection with the broad concept of ESD, and the participatory instruction for ESD is recommended at schools.
Ⅰ. 서 론 Ⅱ. DESD(Decade of ESD)와 주요국가에서의 ESD 현황과 성과 분석 Ⅲ. ESD와 세계시민성 함양 Ⅳ. 연구방법 Ⅴ. 연구 결과 Ⅵ. 결론 및 제언 참고문헌
