중등학교 연극교육 현황 및 발전 방안 연구: 연극 교강사 FGI를 중심으로

초록

This study examines the current status and developmental needs of drama education in Korean secondary schools based on focus group interviews (FGI) with drama instructors and a review of rele vant prior literature. Instructors viewed drama education as an educational practice that enhances collaboration, communication, self-expression, confidence, and empathy—highlighting its function as an integrative learning environment where students build relationships, express emotions, and explore social issues. Despite its educational value, drama education in schools faces structural limitations. Instructors reported insufficient instructional hours, inadequate facilities, lack of standardized curriculum materi als, and unstable employment conditions. The 2015 revised national curriculum emphasizes creativity and convergence, yet systemic support for infrastructure, assessment, and personnel stability remains limited. Consequently, the quality of drama instruction tends to rely heavily on individual instructors. To improve the system, this study suggests establishing a standardized but flexible national curricu lum framework, adopting process-oriented assessment that values exploration and reflection, institu tional guarantees for instructional hours and basic facilities, and stabilizing instructors’ employment conditions. Strengthening networks among schools, local communities, and the performing arts sector is also proposed as a way to expand resources and enhance sustainability. In conclusion, drama education is reaffirmed as a meaningful learning domain that supports col laboration, empathy, and creative expression through student-centered, project-based activities. With appropriate policy support and cross-sector cooperation, drama education can move beyond its cur rent supplementary status and function as a core component of competency-based education in sec ondary schools.

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