홈스쿨링을 선택한 부모들의 전환학습 경험: 교육관과 부모 역할 인식의 변화

초록

The purpose of this study was to explore how homeschooling functions as a transformative learning process for parents from the perspective of transformative learning theory. In particular, it focused on understanding how parents’ educational beliefs and perceptions of their roles are reconstructed through homeschooling. To achieve this purpose, six parents who had engaged in homeschooling for more than five years were selected as participants. Data was collected through in-depth interviews and analyzed using thematic analysis. The findings reveal that parents encountered a variety of dilemmas within the formal schooling system regarding educational values, learning methods, and social expectations. These dilemmas prompted critical reflection on their previously held assumptions about education. Subsequently, during the process of homeschooling their children, the parents restructured their curriculum to align with their children's characteristics and unique life context. Through this process, parents reconstructed their understanding of education, shifting their focus from academic achievement to holistic growth, and redefined their roles from learning managers to learning companions. This study is significant in that it frames homeschooling not merely as the choice of an alternative educational approach, but as a process of transformative learning through which parents reconstruct their educational philosophies and frames of reference regarding parental roles. In particular, by expanding upon existing research that has viewed homeschooling primarily from the perspectives of students and schooling systems, this study demonstrates that parents also undergo change and growth as teachers and learners. Furthermore, it proposes the need to reconceptualize homeschooling as a context for parental learning, where parents engage in continuous learning and self-reflection. These findings provide new insights into understanding ‘open education’ not merely as an alternative educational practice outside the school system, but as an educational process in which learners and parents collaboratively reconstruct the meaning of education together.

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