교사 열정의 교육적 의미에 관한 연구

다국어 초록 (Multilingual Abstract)

This study is about the teachers’ passion on the relationship dimensions. While previous research centered on teachers’ passion as an instrumental tool, I intended to reveal their passion on the basis of relationship dimension and searched for the educational influence of teachers’ passion by in-depth interview with two teachers and observation in their classes. Although teachers’ passion in the relationship between ‘you and me’ was beyond the teaching techniques to connect teachers and students in the classroom, it was not only a thankful affection but also a burden. In the relationships among co-teachers, passion became both a restriction as well as a shared energy.
From the view of education, teachers’ passion has the following meanings. First, it gained authentic meaning when a potential passion was transformed into practical passionate behaviors of teachers through struggling human beings(entwurf). Second, passionate teachers tried to embrace others’ perspectives and to reflect on their own activities in spite of their desire for deterritorization. Third, passions were increased by various layers of relationships. In this respect, teachers’ passions in education should be tolerant passions, rather than immersed passions. Also, teachers’ passions had a variety of characteristics, rather than a choice between two extremes such as ‘to be, not to be.’ or ‘much, little.’