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공부량이 아닌 공부의 질에 대한 고민의 연장선에서 수험생 여러분들의 교육학적인 체계를 처음부터 깔끔하게 효율적으로 잡아주기 위해 2007년부터 2023년까지 국가직 문제 340문항, 2015년부터 2023년까지 교육청 문제 180문제, 2007년부터 2014년까지 복원된 문제 240문항까지 총 760문항을 분석해서 아래와 같이 기출문제집을 구성하였다.

1. (단원별이 아닌) 테마별 구성
교육학개론은 교육학의 여러 영역을 다루고 있어서 교육학개론을 처음 공부하는 초심자들은 물론이고 대학에서 교육학을 전공한 사람이라고 할지라도 하위 영역들에 대한 구분이 정확하지 않을 가능성이 크다. 예를 들면, 초심자들의 경우에 브루너의 발견학습이 교육과정에 나오는지 교육심리 또는 교수방법에 나오는지 헷갈릴 수 있어서, 공부하거나 관련 자료를 찾아볼 때 어려움을 겪을 수도 있다. 그러나 수험생들에게 중요한 것은 발견학습의 내용이지 이것이 어느 영역에 속하는지가 중요한 것은 아니다. 그러므로 시험에 출제된 내용을 테마 그대로 기억해서 정리할 수 있도록 총 137개의 테마를 11개 CHAPTER 아래에 정리하였다. 테마를 테마 자체로 기억하는 것이 전체 교육학적인 구조를 가져가는 데 도움이 될 수 있도록 테마의 명칭을 정하는 데에도 신경을 씀으로써 수험생들이 목차를 보면서 수시로 중요한 내용을 점검할 수 있도록 하였다.

2. 교권 4법과 같은 최신 개정법안 내용 수록
지난 2023년 9월 21일 교권 4법이 국회를 통과하였다. 이처럼 교육학을 공부할 때 어려운 점 중의 하나가 매년 교육 관련 개정법안이 나오고 이러한 개정법안이 문제로 출제된다는 것이다. 교권 4법뿐만 아니라 2021년 이후에 주요 교육 관련법들이 개정되었는데 이러한 개정사항들을 테마로 묶어서 아직 기출문제로 나온 적은 없지만 앞으로 나올 가능성이 있는 법 개정사항에 대한 내용을 수록하였다.

3. 출제 경향을 통한 학습방향 체크
CHAPTER 시작 전에 각 CHAPTER 별 출제 문항 수와 출제 경향을 분석해서 제시함으로써 수험생들이 전체적인 출제 경향을 파악하고 이에 따른 학습 방향을 잡을 수 있도록 하였다.

4. 학습방법을 알려주는 기출공략
THEME 별로 가장 먼저 제시되는 기출공략은 수험생들이 해당 테마를 어떤 방식으로 접근하고 학습해야 하는지를 알려주기 위해 작성되었다. 초심자들조차도 쉽게 접근할 수 있도록 최대한 쉬운 설명과 함께 문제를 푸는 팁 등의 기출 공략법을 제시하였다.

5. 대표기출로 문제유형 파악
THEME 별로 대표문제를 수록해서 수험생들이 문제유형을 파악할 수 있도록 하였다. 가능한 한 최근에 출제된 문제이면서 해당 테마의 내용을 잘 드러낼 수 있는 문제로 선정하였다.

6. 이론플러스를 통한 개념 정리
해당 테마에서 꼭 기억해야 하는 중요한 내용을 정리해서 이론플러스에 수록하였다. 이를 통해 수험생들이 문제를 있는 그대로 기억하는 것이 아니라 같은 개념을 묻는 다른 변형문제에도 대처할 수 있도록 개념의 폭과 넓이를 조절하여 제시하였다.

7. 관련 기출로 이해도 점검
2007년부터 2014년까지 복원된 문제 240문항을 포함해 총 760문제를 검토해서 비록 예전에 교육청 시험에 나온 문제라고 하더라도 해당 테마를 이해하고 정리하는데 필요한 문제라면 관련 기출문제에 포함을 시켰으며 그렇지 못한 경우에는 제외하였다.

8. KEYWORD로 개념다지기
이론플러스가 관련 내용에 대한 이해를 돕기 위한 것이라면 키워드로 개념 다지기는 꼭 기억해야하는 내용을 키워드로 정리할 수 있도록 하는 단계이다. 이론플러스에서 다룬 내용 중에서 꼭 기억해야 하는 내용을 키워드로 만들어서 제시하고 수험생들이 앞에서 이해한 내용을 기억하고 있는지를 확인하기 위한 용도로 사용할 수 있도록 책의 가장 마지막 부분에 수록하였다.

CHAPTER 01 교육에 대한 이해
THEME 01 교육의 개념····································································································· 20

CHAPTER 02 한국교육사
THEME 02 고대 삼국시기의 교육······················································································ 30
THEME 03 남북국시기의 교육··························································································· 34
THEME 04 고려시대의 교육······························································································ 36
THEME 05 조선시대의 관학체계:성균관, 학당(사부학당), 향교······································ 40
THEME 06 조선시대의 사학체계(서원, 서당) 및 실학파··················································· 48
THEME 07 과거제도··········································································································· 52
THEME 08 조선시대 자찬교재의 등장과 활용·································································· 54
THEME 09 개화기 교육:신식학교의 등장과 갑오ㆍ 광무개혁··········································· 58
THEME 10 일제강점기 조선교육령···················································································· 62

CHAPTER 03 서양교육사
THEME 11 고대 그리스의 교육:소크라테스, 플라톤, 아리스토텔레스 등······················ 68
THEME 12 소피스트(Sophist)들과 이소크라테스(Isocrates) ·············································· 74
THEME 13 로마시대의 교육····································································· 76
THEME 14 중세 기독교 사회의 교육···································································· 78
THEME 15 르네상스 및 종교개혁······················································································ 80
THEME 16 실학주의(리얼리즘) 교육사상··········································································· 84
THEME 17 18세기 계몽주의 교육····················································································· 88
THEME 18 19세기 신인문주의와 교육·············································································· 90


CHAPTER 04 현대교육철학
THEME 19 진보주의 교육사상:듀이, 루소, 페스탈로치, 프레벨 등································ 96
THEME 20 항존주의 교육사상························································································· 102
THEME 21 본질주의 교육사상························································································· 104
THEME 22 실존주의 교육사상························································································· 106
THEME 23 분석적 교육철학:허스트와 피터스······························································· 112
THEME 24 비판적 교육철학···························································································· 116

CHAPTER 05 교육심리 상담
THEME 25 피아제의 인지발달이론·················································································· 122
THEME 26 비고츠키의 인지발달이론·············································································· 128
THEME 27 프로이트의 심리성적 발달이론······································································ 134
THEME 28 에릭슨의 심리사회적 발달이론······································································ 140
THEME 29 마샤의 정체성 지위이론················································································ 146
THEME 30 보울비의 애착형성이론·················································································· 148
THEME 31 브론펜브레너의 생태학적 이론······································································ 150
THEME 32 도덕성 발달이론:피아제, 콜버그, 길리건···················································· 152
THEME 33 지능이론········································································································ 158
THEME 34 창의성············································································································ 164
THEME 35 영재교육········································································································ 166
THEME 36 특수교육········································································································ 168
THEME 37 장 의존성 대 장 독립성 인지양식································································ 170
THEME 38 행동주의 학습이론:고전적 조건형성, 조작적 조건형성,
사회인지학습이론··························································································· 172
THEME 39 인지주의 학습이론:통찰학습, 정보처리이론················································ 182
THEME 40 동기화 이론··································································································· 188
THEME 41 생활지도········································································································ 194
THEME 42 청소년 비행이론···························································································· 198
THEME 43 홀랜드의 직업흥미이론·················································································· 200
THEME 44 정신분석 상담이론························································································· 204
THEME 45 행동주의 상담이론························································································· 208
THEME 46 인간중심 상담이론························································································· 212
THEME 47 인지적 상담이론:합리적 정서행동 상담이론, 현실치료, 교류분석············· 216

CHAPTER 06 평가 및 측정
THEME 48 교육평가모형·································································································· 226
THEME 49 명명, 서열, 등간, 비율, 절대척도································································· 228
THEME 50 참고준거에 의한 평가의 종류:규준, 준거, 능력, 성장 참조평가················ 230
THEME 51 교수-학습 진행에 의한 평가 유형:진단, 형성, 총괄평가··························· 236
THEME 52 정의적 특성 측정방법··················································································· 240
THEME 53 수행평가········································································································ 244
THEME 54 좋은 검사도구의 조건(신뢰도, 타당도, 객관도, 실용도)······························· 248
THEME 55 표집방법········································································································ 258
THEME 56 문항분석:고전검사이론 & 문항반응이론····················································· 260
THEME 57 검사결과의 해석···························································································· 264

CHAPTER 07 교육사회
THEME 58 교육평등론····································································································· 272
THEME 59 교육선발의 특징···························································································· 276
THEME 60 시험의 기능··································································································· 278
THEME 61 교육의 확대와 원인 - 지위경쟁이론···························································· 280
THEME 62 학업성취격차와 원인 - 사회자본································································· 284
THEME 63 구조기능론 & 갈등론···················································································· 288
THEME 64 구조기능론:뒤르켐, 파슨스, 드리븐 등······················································· 294
THEME 65 경제적 재생산론:보울스와 진티스······························································· 300
THEME 66 문화적 재생산론:부르디외(문화자본)··························································· 302
THEME 67 갈등론 - 번스타인, 애플, 일리치, 프레이리, 알튀세르 등·························· 306
THEME 68 포스트모던적 관점························································································· 312
THEME 69 신자유주의적 관점························································································· 314
THEME 70 신교육사회학(교육과정사회학)······································································· 318
THEME 71 문화실조론····································································································· 322
THEME 72 다문화교육····································································································· 324

CHAPTER 08 평생교육
THEME 73 평생교육의 개념···························································································· 328
THEME 74 데이브와 스캐거의 평생교육의 개념적 특징················································· 332
THEME 75 비형식 교육··································································································· 334
THEME 76 유네스코의 평생교육····················································································· 336
THEME 77 OECD의 순환교육························································································· 340
THEME 78 성인교육(안드라고지)····················································································· 344
THEME 79 평생학습도시·································································································· 348
THEME 80 학교와 평생교육···························································································· 352
THEME 81 평생교육법····································································································· 354
THEME 82 평생교육의 주요제도:평생교육사, 학점인정제도, 독학학위제, 학습계좌제,
학습휴가제 등································································································ 358

CHAPTER 09 교육과정
THEME 83 교육과정의 유형···························································································· 372
THEME 84 타일러의 교육과정 개발 모형······································································· 378
THEME 85 블룸의 교육목표 분류··················································································· 382
THEME 86 워커의 자연주의적 교육과정 개발 모형······················································· 384
THEME 87 교육내용의 조직 원리··················································································· 386
THEME 88 교육과정 발달의 역사:교과중심, 경험중심, 학문중심 교육과정 등············ 390
THEME 89 우리나라의 국가 교육과정············································································ 398

CHAPTER 10 교수학습이론 및 교육공학
THEME 90 교수자 중심 교수학습이론:브루너의 발견학습··········································· 406
THEME 91 교수자 중심 교수학습이론:오수벨의 유의미 학습을 위한 설명식
교수이론········································································································ 410
THEME 92 캐롤의 학교학습모형····················································································· 414
THEME 93 구성주의적(학습자중심) 교수학습이론··························································· 416
THEME 94 학습자-중심 교수학습이론(구성주의적 관점):인지적 도제학습이론··········· 420
THEME 95 학습자-중심 교수학습이론(구성주의적 관점):문제중심학습······················· 424
THEME 96 학습자-중심 교수학습이론 (구성주의적 관점):상황학습이론····················· 426
THEME 97 교육공학의 정의와 영역················································································ 430
THEME 98 ADDIE 모형··································································································· 434
THEME 99 딕과 케리의 수업체제설계모형······································································ 438
THEME 100 가네의 학습의 조건····················································································· 442
THEME 101 켈러의 ARCS 동기이론··············································································· 446
THEME 102 협동학습······································································································· 450
THEME 103 프로그램 학습(programmed learning)························································ 456
THEME 104 테크놀로지 활용 수업 : 이러닝, 온라인학습, 모바일러닝, U-러닝,
플립러닝 등································································································· 458

CHAPTER 11 교육행정
THEME 105 교육행정의 개념·························································································· 468
THEME 106 교육행정의 과정·························································································· 470
THEME 107 교육행정의 특성 및 원리············································································ 472
THEME 108 과학적 관리론······························································································ 478
THEME 109 관료제론과 교육행정··················································································· 480
THEME 110 인간관계론··································································································· 484
THEME 111 학교조직의 유형·························································································· 486
THEME 112 학교조직의 성격·························································································· 490
THEME 113 학교풍토······································································································· 494
THEME 114 상황적 리더십 이론····················································································· 496
THEME 115 새로운 리더십이론······················································································· 502
THEME 116 동기의 내용이론:허즈버그의 동기-위생이론 외······································· 508
THEME 117 동기의 과정이론:브룸의 기대이론, 아담스의 공정성 이론 등················· 512
THEME 118 캠벨의 정책수립과정모형············································································ 516
THEME 119 의사결정에 관한 관점:합리적, 참여적, 정치적, 우연적 관점··················· 520
THEME 120 교육정책 결정모형······················································································· 522
THEME 121 토마스의 갈등관리이론················································································ 526
THEME 122 조하리 창 이론···························································································· 528
THEME 123 주요 교육 관련법 개정사항(2221년 이후) ················································ 530
THEME 124 교육법의 체계와 내용················································································· 532
THEME 125 교육법:헌법······························································································· 536
THEME 126 교육관련 주요 법령사항·············································································· 540
THEME 127 지방교육자치제도························································································· 548
THEME 128 학교자율경영:학교운영위원회···································································· 554
THEME 129 교육비의 분류······························································································ 558
THEME 130 교육재정제도································································································ 562
THEME 131 학교회계 예산운용 과정·············································································· 568
THEME 132 학교예산편성 기법······················································································· 572
THEME 133 교직에 대한 이해························································································ 576
THEME 134 교원 인사이동 및 징계················································································ 582
THEME 135 교원의 권리와 의무····················································································· 588
THEME 136 교원의 연수································································································· 592
THEME 137 장학의 유형································································································· 594

부록 테마별 키워드로 개념 다지기 ··················································································· 604

테마별 기출뽀개기는 기존 기출문제집과 구별되는 아래와 같은 특징을 갖는다.
첫 번째, 이 책은 전적으로 9급 공무원 교육학개론 시험을 준비하고 있는 수험생들을 위한 책이다. 기출문제집을 만드는 데 있어서 가장 큰 문제의식은 기존에 9급 공무원 교육학개론 기출문제 교재가 임용고시에서나 다룰 내용을 상당히 많이 포함하고 있다는 것이었다. 같은 내용을 다룰지라도 전공수준에서 물어보는 임용고시와 개론 수준의 지식을 물어보는 공무원 교육학개론의 난이도와 깊이가 전혀 다름에도 불구하고 이 두 시험에서 필요로 하는 내용들이 서로 뒤섞여 있다는 문제의식에서 기출문제집을 작성하였다.
지난 17년간에 걸친 기출문제 분석 및 2022년도 이후의 교육학개론 시험의 출제경향을 분석하면서 무엇보다 공무원 교육학개론 고유의 난이도와 범위 및 깊이 등에 초점을 맞추어서 교재를 작성하려고 노력하였다. 물론 임용을 준비하는 수험생들 또한 이 책을 통해 각각의 테마들을 기억하고 정리하는 것이 도움이 될 수 있겠지만 난이도가 조절되지 않는 전공수준의 교육학 내용은 특히 공무원 시험을 준비하는 경우에는 도움이 되기는커녕 너무 많은 내용으로 수험생들로 하여금 핵심을 놓치게 할 가능성 또한 존재하기 때문에 공무원 시험을 준비하는 경우에는 시험에 필요한 수준까지만 학습하면서 전체적인 구조를 만들어가는 것이 중요하다.
두 번째로 단원별이 아닌 테마별 구성을 특징으로 한다. 워낙 방대한 양을 다루고 있는 교육학개론인만큼 시험에 출제되는 테마들을 중심으로 내용을 정리하고 테마 자체를 기억하는 것이 효과적일 수 있다고 판단하였다. 또한, 수험생들이 공부를 할 때도 관련 내용을 찾을 때 보다 쉽게 내용에 접근할 수 있다는 장점이 존재한다.
세 번째는 모든 테마들 사이에 교육학적인 베이스가 스며들 수 있도록 그리고 그것들이 서로 연관될 수 있도록 최선을 다해 작업했다는 점이다. 이 과정에서 교육학을 한 번도 접해본 적이 없는 초심자를 염두에 두고 그 초심자가 교육학적인 베이스를 갖출 수 있도록 하는 것에 포커스를 맞추었다. 교재 중간 중간 기본적인 개념들에 대한 반복적인 설명이라던 가 같은 개념들의 테마별 연관성 등에 대한 설명에 저자의 노력이 들어있음을 느낄 수 있을 것이다.

매번 책이 나오기까지 감사드릴 분들이 너무 많다. 특히 시험에 합격한 분들이나 아쉽게 떨어진 분들께서 개인적으로 감사의 인사를 해주시는 경우가 있는데 그럴 때 주시는 따뜻한 에너지 덕분에 뼈를 깎는(?) 시간을 헤쳐 나갈 힘을 얻게 되는 것 같다. 그래서 더욱 이번 기출문제집은 내 가족이 본다는 마음으로 더 열심히 꼼꼼하게 작업할 수 있었다. 두 번째는 책을 계획하고 작성하는 모든 과정에서 큰 힘이 되어주고 도움을 주시는 에듀에프엠 식구들께 감사를 드린다. 마지막으로 사랑하는 가족과 친구들, 그분들의 애정 어린 격려 덕분에 마지막까지 모든 집중력과 에너지를 쏟아낼 수 있었다고 생각한다. 특히, 사랑하는 우리 조카 하원이에게 이모 원고 교정봐준다고 애써줘서 고맙다는 말과 함께 부디 이 책이 교육행정직을 준비하시는 수험생 여러분들께 도움이 되어서 본 교재로 공부하신 모든 수험생 분들께 합격의 영광이
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2023년 10월
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