교사 정체성 관점에서 분석한 수석교사제 연구

다국어 초록 (Multilingual Abstract)

Master teacher system was introduced to support teaching and learning in primary and secondary schools and reinforce the learning community of schools in Korea. This study aimed to investigate how master teachers formulated their professional identities and what factors affected it. Teacher identity is characterized as dynamic and multi-dimensional. A mixed method approach including literature review, unstructured interview, online survey, in-depth interview and open-ended questionnaire was employed. It was found that master teachers participated in 9.4 hours per week for regular classes and 14.8 hours per week additionally. Considering the fact that their real activities were similar to their expected priority, they had good working conditions. It was found that they viewed themselves as professionals in teaching, teacher trainers, and teacher mentors. It was also found that they experienced the change of their identities from professionals in teaching towards teacher trainers and teacher mentors. Public policy and personal factors affected the identity formulation and change process. Master teachers formulated their institution-identity through the authorities given by the legislation to discourse-identity through practice and learning. Multiple identities were strengthened except for the role of school counselors. It was suggested that the proper working hours of master teachers be set to help them strengthen their identities. It was also suggested that support at the policy level such as competence-based master teacher training programs and good working conditions be provided to strengthen their identities.

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