초임교사의 학교문화 적응과정에서의 학습경험 이해 = Exploring learning experiences of first-year school teachers

국문 초록 (Abstract)

  본 연구에서는 대학을 졸업하고 처음으로 일선 학교에 부임한 초임교사들이 자신이 속한 학교문화에 적응해나가는 과정을 탐색하면서, 그 가운데 어떤 형식과 내용의 학습이 이루어지는지 살펴보았다. 평생학습의 입장에서 교사 역시 지속적인 학습활동을 필요로 하는 평생학습자로 상정하면서 12명의 초, 중등 초임교사들의 학교 경험을 중심으로 질적 연구를 수행하였다.<BR>  연구 결과, 학생들과의 관계에서의 학습경험과 동료교사들과의 관계에서의 학습경험으로 정리될 수 있었다. 학생들과의 관계에서의 학습은 실제 수업에서 효과적인 교육방법의 탐색과 적용, 교사로서 자신의 정체성을 인식하는 과정으로 요약될 수 있다. 그리고 동료교사들과의 관계에서는 교직의 보수성에 대한 인식과 신규라는 자기 정체성으로 인한 수동적 교사역할을 내면화하는 학습이 이루어지는 것으로 파악되었다. 이러한 결과는 초임교사들이 학교문화에 적응하는 것은 단순히 교사 개인적 차원에서 파악할 수 있는 성격의 것이라기보다, 교사를 둘러싸고 있는 상황적 조건, 특히 교사가 맺게 되는 다양한 사회적 관계의 속성과 밀접한 관계가 있음을 보여주고 있다.

다국어 초록 (Multilingual Abstract)

  In the context of lifelong education, school teachers have also been considered as learners in order to cope with their own periodical obsolescence. The purpose of this study is to explore learning experiences of teachers in their schools. Particularly this qualitative study seeks to highlight how and what first-year teachers learned to become professional teachers in their schools.<BR>  The findings reveal two sets of learning experiences: learning with pupils and learning with teachers. In terms of relations with their students, first-year teachers try to develop effective teaching skills that fit into their students. They also shape their identities as a teacher. However, in terms of relations with teachers, they are socialized into teacher culture, which is largely conservative. Due to structural relationship with other teachers, they regard them as new-comers, and relatively novices. As a result, they do not attempt to raise concerns and ideas. Instead, they keep their voices silenced.

목차 (Table of Contents)

• 요약
  Ⅰ. 들어가는 글
  Ⅱ. 이론적 배경
  Ⅲ. 연구방법
  Ⅳ. 연구결과
  Ⅴ. 논의 및 시사점
  참고문헌
  Abstract
  

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