가르침과 배움의 경계에서 만난 IB

이 책은 총 3부로 이론-실천-성찰의 흐름이 유기적으로 연결되도록 구성되었다.
1부는 IB를 둘러싼 이론적, 철학적 논의를 중심으로, 오늘날 교육 전환의 맥락을 짚어낸다. 여기에서는 'IB를 어떻게 활용할 것인가'라는 질문을 출발점으로 삼아, 미래교육을 향한 교육체제 전환, 새로운 교육 패러다임, 개개인성의 공적 가치, 가치 · 태도 중심 역량교육의 구현이라는 주제를 다룬다. 이어서 깊이 있는 학습과 학습 경험의 설계, 전문적 학습공동체와 교사의 행위자성, IB 프로그램의 구조와 설계 원리를 체계적으로 살펴봄으로써, IB를 프로그램이 아닌 교육을 바라보는 하나의 관점이자 학습 경험의 디자인으로 이해하고자 한다.
2부는 교사들의 실제 경험을 중심으로 구성된 실천의 서사이다. 각 장은 서로 다른 교사가 자신의 수업과 성찰, 시행착오와 변화의 과정을 서사적으로 풀어낸다. 평균을 넘어 개개인성을 발견하려는 시도, 학생의 목소리가 살아 있는 수업, 탐구를 통한 몰입과 배움의 즐거움, 함께 성장하는 수업과 학습, 평생학습자로서 교사의 정체성, 그리고 탐구와 성찰이 남긴 인상까지, 이 장들은 IB가 교실 안에서 어떻게 해석되고 변주되는지를 생생하게 보여준다. 이는 학습이 특정한 프로그램을 적용한 결과라기보다 실천 속에서 맥락에 따라 지속적으로 재구성되는 과정임을 생생하게 드러낸다. 또한 교사들이 자신의 실천을 통해 고민들을 해소하고 정체성이 변화되어가는 과정을 담고 있다.
3부는 교사들의 실천 서사를 교육학적 언어로 다시 읽는 장이다. 학습공동체에서의 실천이 교사에게 어떤 변화를 가져오는지, 개념기반 탐구학습의 경험이 어떻게 깊이 있는 학습과 학습 전이, 자기 지식의 형성으로 이어지는지를 분석적으로 다룬다. 두 장을 관통하는 질문은 하나다. 실천은 일상적 삶의 맥락에서 어떻게 재구성되는가. 3부는 그 질문에 교사와 학습자 모두의 경험을 통해 답하고자 한다. 이는 앞선 사례들을 단순한 경험담에 머무르게 하지 않고 교육적 의미와 시사점으로 확장하려는 시도이며 IB를 둘러싼 실천이 교사의 정체성과 전문성에 미치는 영향을 조망한다.
이 책은 IB에 대한 하나의 정답을 제시하지 않는다. 대신, IB를 매개로 오늘의 교육이 직면한 질문들을 함께 사유하였으면 하는 바람이다. 수업과 평가는 어떻게 총체적으로 구성되어야 하는가, 교사의 전문성은 어떻게 형성되는가, 학습자의 경험은 어떤 맥락에서 깊어질 수 있는가, 교육은 어떻게 개개인의 삶과 사회의 공적 가치를 동시에 품을 수 있는가라는 질문을 함께 나누고자 한다.
이 책을 통해 독자들이 IB의 도입 여부의 문제가 아니라 IB가 구현하고자 한 교육의 본질을 자신의 맥락에서 활용하고 재해석하며 살아 있는 실천으로 만들어 가기를 기대한다. 무엇보다 이 책이 교사와 연구자, 그리고 교육의 변화를 진지하게 고민하는 모든 독자에게, 다시 질문을 시작할 수 있는 작은 용기와 사유의 나침반이 되기를 바란다.

1부
1. IB를 어떻게 활용할 것인가?····························································· 10
1) 미래교육 실현을 위한 교육체제 전환·················································10
2) 새로운 교육 패러다임으로의 전환·····················································12
3) 개개인성의 공적 가치 인정······························································21
4) 가치 · 태도 중심 역량교육 구현·························································25
2. 깊이 있는 학습을 위한 학습 경험의 설계·············································· 26
1) 개념적 이해: 세계를 탐구하는 지성적 도구의 성취·······························26
2) 학습과 전이: 지식 생성과 이해 재구성의 동시적 경험···························31
3) 깊이 있는 학습으로서의 탐구: 성찰과 개념적 이해의 역동적 상호작용·····35
3. 전문적 학습공동체와 행위자성·························································· 41
1) 전문적 학습공동체의 의의와 실천적 전환···········································41
2) 학습공동체 참여 실천의 의미···························································43
3) 행위자성과 정체성의 상호구성·························································45
4. IB 프로그램의 이해······································································· 49
1) IB 프로그램의 개요·······································································49
2) 구성원의 주도성(Agency)에 기반한 교육 실천 프로그램·······················54
3) 깊이 있는 학습 설계 프레임워크의 주요 구성요소································60



2부
1. 평균을 넘어 개개인성을 발견하는 교육의 꿈 ········································· 72
1) 교사에 대해 다시 묻다····································································72
2) 살아 있는 지식으로 배우는 법을 가르치다··········································75
3) IB 학습자상으로 진로를 고민하다····················································88
4) 유닛 플랜으로 교사의 배움을 깊게 하다·············································92
5) 유닛 플랜에 기반한 실제 수업 사례················································· 100
6) 시드니에서 또 다른 우리를 만나다·················································· 103
2. 아이들의 목소리가 담장을 넘는 수업················································· 108
1) 가르침에 대한 배움을 시작하다······················································ 108
2) 가르침의 목적을 되묻다································································ 111
3) 개념에서 수업의 방향을 찾다························································· 116
4) 평가는 배움의 활동이다································································ 122
5) 유닛 플랜으로 교육과정을 설계하다················································ 127
6) 교사와 학생이 함께 즐기는 배움을 꿈꾸다········································ 137
7) 시드니에서 또 다른 우리를 만나다·················································· 139
3. 탐구를 통한 몰입과 배움의 즐거움··················································· 143
1) 재미있는 수업에서 길을 잃다························································· 143
2) 개념으로 깊이 있는 이해를 경험하다··············································· 145
3) 유닛 플랜으로 탐구와 배움을 설계하다············································ 148
4) 교사, 수업의 중심에서 벗어나 학생들의 바깥에 서다·························· 151
5) 지적인 즐거움이 이루어지는 수업을 만들기 위한 평가························ 156
6) 모든 과정이 배움의 길이 되다························································ 157
4. 함께 성장하는 수업과 학습···························································· 160
1) 교육의 본질에 대해 질문하다························································· 160
2) 유닛 플랜의 방식으로 교수 · 학습과 평가를 통합하다·························· 163
3) 개념기반 탐구학습으로 안목과 역량을 기르다··································· 169


4) 에세이 쓰기로 가치와 태도를 드러내다············································ 184
5) 융합 수업 설계로 유연한 사고를 형성하다········································ 188
6) 교사, 실천에서 함께 만나다··························································· 193
5. 평생학습자로서 평생학습자를 길러내고 싶은 교사································ 196
1) 교사의 성장을 수업 전문성에서 찾다··············································· 196
2) 익숙한 탐구, 새로운 형성평가로 IB를 만나다···································· 197
3) 유닛 플랜으로 긴 호흡의 큰 그림을 그리다 ······································ 202
4) 피드백으로 '사서 고생'에 맛 들이다················································ 210
6. 탐구와 성찰에서 받은 큰 인상························································· 216
1) 교육의 목표를 고민하다································································ 216
2) 개념적 이해에 도전하다································································ 220
3) '왜 IB?'에 대해 묻고 답하다··························································· 222
4) 유닛 플랜으로 자유 속의 규칙이 주는 편리함을 찾다·························· 234
5) 자신과 세상에 대해 성찰하며 삶의 교육으로 확장하다························ 255

3부
1. 학습공동체에서의 실천이 교사에게 미치는 영향··································· 262
1) 주어진 역할? 주도적인 실천!························································· 262
2) 이상적인 교육 목표? 자기 맥락에서의 성찰적 실천!··························· 266
3) 개별 전문성? 유기적이고 관계적인 실천가!······································ 271
2. 깊이 있는 학습을 위한 개념기반 탐구학습 실천 경험의 의미···················· 277
1) 교사의 상상력에 기반한 해석으로서 교육과정 재구성························· 277
2) 탐구의 수행을 통한 창의, 통찰, 공감, 통합으로서의 전이와 개념적 이해····· 282
3) 성찰을 통한 몰입과 협력 경험으로서 자기 지식의 형성 과정················ 286
참고문헌_ 291

손민호 인하대학교 사범대학 교육학과 교수
저서: 『IB TOK로 탐구의 깊이 더하기』, 『민속방법론』, 『교육과정과 교육의 과정』 등
역서: 『상황인지와 실천』, 『상황학습』, 『실천공동체 COP』 등