초등학교 교사의 교사됨의 의미 형성 경험에 관한 질적 연구: 교사는 스스로의 언어로 아동과의 대화적 삶을 이야기하고 살아내는 만큼 존재한다 = A qualitative inquiry into an elementary teacher`s experiences of becoming a teacher: I exist as I storytell and storylive dialogical Life with my Language

다국어 초록 (Multilingual Abstract)

This paper is a story about an elementary teacher who constructed the dialogical meaning of becoming a teacher with her 4th grade student, Myunghwan. He was regarded as a `maladjusted student` having a variety of `misbehaviour problems` due to the lack of family caring. Despite of her strong preoccupations of maladjustment regarding him, she continued to uncover the whole meaning of his existence based on the ontological question of `what is his life like?` partly through going between parts and the whole and partly through using various research methods such as interview, observation, artifact analysis, journal writing. In the process of her inquiry, she not only reconceptualized her preoccupations meaningfully but also threaded a dialogical life text with her own language. Her inquiry was not just limited to an interpretive research text but actively threaded dialogue, story, and practice into the research, which ultimately shaped it into a storied life text. The results of the study resonate with educators whose interests lie in teacher`s identity shaping through qualitative research.

참고문헌 (Reference)

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