고등학교 교사가 경험한 교육의 형평성과 수월성에 대한 질적 연구

초록

This study investigates how high school teachers perceive and experience educational equity and excellence in practice. Previous research has mainly concentrated on conceptual definitions and policy-level discussions regarding equity and excellence. However, this study emphasizes how these principles manifest in school environments. Furthermore, it seeks to move beyond the traditional dichotomy between equity and excellence by reconceptualizing them through a coherent and integrative perspective lens, grounded in the lived experiences of educators. Focus group interviews (FGIs) were conducted with 16 teachers from four groups categorized by school type (general, specialized, and vocational high schools) and regional context. The interview data were analyzed through thematic coding and categorization. The findings suggest the following: First, educational opportunity is heavily shaped by parents’ values, information access, and socioeconomic status rather than students’ intentions, leading to significant disparities in access to education and career options across general, specialized, and vocational high schools. Second, in the domain of educational processes —particularly curriculum and instruction—some students are able to discover their talents and grow through diverse classes, teacher support, and competency-based assessment. However, others face exclusion or frustration due to foundational skill gaps, prior learning disparities, and school or regional limitations. Third, concerning educational outcomes, the current exam-centric system fails to reflect students’ diverse abilities. Academic achievement gaps persist due to family background, regional factors, and language barriers. Teachers also observed that changes in students' attitudes toward academic success are diminishing their motivation to participate in learning. The study proposes reevaluating equity and excellence as process-driven concepts focused on student growth. It suggests aligning curriculum and assessment in the High School Credit System, fostering excellence through meaningful learning processes, and developing policies that mirror changing perspectives on academic success.

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