학부모 학교참여 활동체계에서의 확장학습 탐구

초록

This study aims to explore the factors, contradictions, resolution processes, and expansive learning that emerge during the participation process by analyzing the parental school engagement activity system based on cultural-historical activity theory. Additionally, the study investigates how the school participation activity system is mapped onto expansive learning and what changes become apparent for parents. Thereby, in-depth interviews were conducted with six parents engaged in the school participation activities in diverse settings, including large cities, urban-rural complexes, and innovation cities. Data were collected and qualitative research was carried out. The analysis showed the following results. First, parental school engagement is structured based on various factors forming an activity system. Second, during parental engagement, conflicts and reconciliations have repetitively emerged, taking on the form of contradictions. Third, parents initially engaged in the school community based on their diverse environmental contexts. However, interactions with other members enabled them to overcome contradictions and transform into new forms of expansive learning. Mapping the school participation activity system onto the stage of expansive learning revealed a transformation where participation shifted from peripheral involvement to dynamic and continuous engagement. These results imply that parents redefine their identities and demonstrate their growth as lifelong learners through expansion learning. Furthermore, it indicates their capacity to build fields for learning and practice, extending beyond school to involve the local community.

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