이 연구는 2014년 인천의 N초등학교가 탈북학생교육 정책추진학교로 지정되면서 교사들이 기록한「탈북학생 지도의견」분석표에 탈북학부모의 학교교육 참여활동에 대한 관한 의견을 토대로 기획되었다. 연구대상인 N 초등학교는 인천지역에서 가장 많은 탈북학생이 재학하고 있는 학교로서, 이 곳의 탈북학생 지도교사 4명을 연구참여자로 선정하여 심층면담을 진행하였다. 연구결과, 탈북 학부모가 학교에 대해 ‘비협조적인 태도’로 보임으로써 학교 교육 참여가 저조한 것으로 나타났다. 특히 사회체제와 교육체제가 다른 환경에서 살아온 탈북 학부모의 한국 교육에 대한 이해를 높이기 위해서 ‘학부모 교육’이 탈북학생교육보다 선행되어야 한다는 교사들의 공통된 인식을 도출하였다. 이러한 결론은 남과 북이라는 서로 다른 체제에서 살아온 탈북 학부모와 교사들이 각자 이해하는 교육환경과 실천의 양상이 다르고, 교육적 욕구가 다르게 나타나는데서 기인하였으며 이러한 차이는 상호교육문화에 대한 이해가 부족하였기 때문으로 해석된다. 친구, 교사 외에도 학부모의 영향력이 크게 작용하므로 학부모의 관심과 협조가 학생들의 정상적인 학교생활 적응을 위해서는 필수적이다. 따라서 무엇보다 탈북 학부모 교육이 선행되어야 하며, 지속적이고 실질적으로 이루어질 수 있는 정책적 지원이 필요하다. 또한 교사와 학부모의 원활한 의사소통을 위하여 북한의 교육문화를 이해할 수 있는 교사연수 프로그램을 통한 상호교육문화에 대한 이해가 필요하다.This study has been triggered as the “N” Elementary School became appointed as “The North Korean Defector Students Educational Policy Pursuant School” in 2014 and discovering from the school an analysis, in the “North Korean Defector Students Guidance Opinion,” which pointed to fact that the teachers share the same opinions with regards to the North Korean Defector Parents’ School Participation. In order to bring out the objective of this research more effectively, we decided to proceed by executing in-depth interviews with four different “North Korean Defector Student Counseling Teachers” from the “N” Elementary School which is known to have the most North Korean Defector Students in Incheon area. The study concluded that, due to the North Korean Defector Parents’ “uncooperative attitudes” toward the school, the participation in children’s school educational activities appear low. In addition, we were able to extract an unified mind set from the teachers that, for the North Korean Defector parents who spent most of their lives in a different social as well as educational systems, the parents’ education should be done prior to the students education in order to enhance the understanding of the South Korean Educational System, This result was contributed, in essence, from to the differences in expectation between parents and teachers, who grew up in a very different systems namely the North and the South Korea, in terms of the educational situations, execution expectations, and level of educational desires. And, we can conclude that these differences are due to the fact that there is a lack of understanding of the educational cultures between each other. In addition to the student and teachers, the parents influences plays a great deal in the students’ school lives. Thus, the parents’ show of interest and the cooperation are essential in children’s assimilation in school. Consequently, above all, the North Korean Defector Parents’ education needs to be done in advance and for that to really happen a continuous and practical support policy is necessary. Moreover, in order to enable a smooth and effective communication between teachers and parents, it is necessary to put in place a training programs for the teachers’ to better understanding of the differences in both educational cultures.
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Aug 31, 2017
Yong-Zhi Lee 
Open Access