The purpose of this study was to reveal the phenomena on the professionalism of middle schools and high schools teachers through analysis of teachers' job performance and to examine the meanings that the phenomena revealed on the teachers' professiona...
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RISS 인기검색어
https://www.riss.kr/link?id=T11608971
- 저자
-
발행사항
대전 : 충남대학교 대학원, 2009
-
학위논문사항
학위논문(박사) -- 충남대학교 , 교육학과 교육행정학.교육사회학 전공 , 2009. 2
-
발행연도
2009
-
작성언어
한국어
-
DDC
371 판사항(22)
-
발행국(도시)
대전
-
기타서명
(A) Study on the Teaching Deprofessionalization Phenomena Revealed on the Diaries of Middle and High School Teachers
-
형태사항
iv, 148p. ; 26cm.
-
일반주기명
충남대학교 논문은 저작권에 의해 보호받습니다.
지도교수:천세영
참고문헌: p.132-144 -
소장기관
- 국립중앙도서관
- 충남대학교 도서관
- 국립중앙도서관
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다국어 초록 (Multilingual Abstract)
The purpose of this study was to reveal the phenomena on the professionalism of middle schools and high schools teachers through analysis of teachers' job performance and to examine the meanings that the phenomena revealed on the teachers' professionalism hint at the teaching deprofessionalization. In order to address the purpose, research questions were developed as follows:
Research Question 1. How do the teachers perform their tasks?
1-1. How do the teachers perform their teaching tasks?
1-2. How do the teachers perform their homeroom-teacher tasks?
1-3. How do the teachers perform their administration tasks?
Research Question 2. What does the teachers' professionalism mean on the teaching deprofesstionalization?
2-1. How does the teachers show their professionalism while performing their tasks?
2-2. What does the teachers' professionalism revealed on the teaching performance mean on the teaching deprofesstionalization?
The object of this study was the diaries of teachers working on middle schools and high schools. Two kinds of diaries were used in this study. One was the published diary and the other one was the diary that posted on Internet blogs. The published diaries were 5 and the blog diaries were 8. Then 13 diaries were used in this study. Using the diaries for this study was helpful as we could read teachers' personal feelings of teaching and schools, and also we could read teachers' everyday life and routine work and their consistent attitude on teaching and schools.
I divided teachers' job into three parts that are teaching lessons, homeroom teachers' tasks and other administration works. I focused on how teachers would work on each part and how they would perform their professionalism and show their expert on each part.
The major findings of the diary analysis were as follows:
In the part of the teaching lessons, four phenomena were revealed. First, the characteristics of teaching dailiness were found in classrooms. They were repetition and continuance of everyday life and the war between teachers who tried to teach students and students who don't want to learn. Second, there were obstacles of teaching in classrooms. For example, the phenomena that students refuse lessons at schools, standardized curriculum and heavy responsibility that teachers undertook were found. The third was the ways how teachers deal with the situations happened in classrooms. They were endurance, indifference and abandonment. The fourth was teachers identity confusion.
In the part of the homeroom teachers' tasks, four phenomena were revealed. First one was teachers' consistent care and management of their students. Teachers felt great responsibility on their students. Second phenomenon was homeroom teachers' heavy tasks. Third, they thought that the role of homeroom teacher was ther source of delight in their teachers' lives. Fourth, they had a feeling of helplessness because of friction with schools while they perform the homeroom-teacher role.
In the part of the administration work, three phenomena were revealed. They were handling a lot of official documents to be shown for others, identification as a public service worker and dual mind that they have contempt for principals and at the same time they would like to be principals.
This analysis could be summarized in two sentences. First, teachers working at middle schools and high schools were experiencing the identity confusion. The identity confusion was caused the situations that they could not teach in classrooms, that they felt delighted and helpless at the same time the role of homeroom teacher and that they experienced the confused circumstances that they should do teaching and dealing with administration things simultaneously. Second, the teachers lacked of understanding of their confused circumstances and they lived their daily lives bowing to the school system and culture. They stood on the border between trying to teach and giving up teaching. Also they stood on the border between the teacher and the civil service worker. I conceptualized these phenomena as a marginal man phenomenon of teachers.
The marginal man phenomenon of teachers had some meanings on the teaching deprofessionalization in two ways. First one is teaching deskilling that is the phenomenon of teachers alienation from teaching jobs. Second deprofessionalization is the phenomenon that teachers mandate their teaching authority to other teaching institutions.
Research Question 1. How do the teachers perform their tasks?
1-1. How do the teachers perform their teaching tasks?
1-2. How do the teachers perform their homeroom-teacher tasks?
1-3. How do the teachers perform their administration tasks?
Research Question 2. What does the teachers' professionalism mean on the teaching deprofesstionalization?
2-1. How does the teachers show their professionalism while performing their tasks?
2-2. What does the teachers' professionalism revealed on the teaching performance mean on the teaching deprofesstionalization?
The object of this study was the diaries of teachers working on middle schools and high schools. Two kinds of diaries were used in this study. One was the published diary and the other one was the diary that posted on Internet blogs. The published diaries were 5 and the blog diaries were 8. Then 13 diaries were used in this study. Using the diaries for this study was helpful as we could read teachers' personal feelings of teaching and schools, and also we could read teachers' everyday life and routine work and their consistent attitude on teaching and schools.
I divided teachers' job into three parts that are teaching lessons, homeroom teachers' tasks and other administration works. I focused on how teachers would work on each part and how they would perform their professionalism and show their expert on each part.
The major findings of the diary analysis were as follows:
In the part of the teaching lessons, four phenomena were revealed. First, the characteristics of teaching dailiness were found in classrooms. They were repetition and continuance of everyday life and the war between teachers who tried to teach students and students who don't want to learn. Second, there were obstacles of teaching in classrooms. For example, the phenomena that students refuse lessons at schools, standardized curriculum and heavy responsibility that teachers undertook were found. The third was the ways how teachers deal with the situations happened in classrooms. They were endurance, indifference and abandonment. The fourth was teachers identity confusion.
In the part of the homeroom teachers' tasks, four phenomena were revealed. First one was teachers' consistent care and management of their students. Teachers felt great responsibility on their students. Second phenomenon was homeroom teachers' heavy tasks. Third, they thought that the role of homeroom teacher was ther source of delight in their teachers' lives. Fourth, they had a feeling of helplessness because of friction with schools while they perform the homeroom-teacher role.
In the part of the administration work, three phenomena were revealed. They were handling a lot of official documents to be shown for others, identification as a public service worker and dual mind that they have contempt for principals and at the same time they would like to be principals.
This analysis could be summarized in two sentences. First, teachers working at middle schools and high schools were experiencing the identity confusion. The identity confusion was caused the situations that they could not teach in classrooms, that they felt delighted and helpless at the same time the role of homeroom teacher and that they experienced the confused circumstances that they should do teaching and dealing with administration things simultaneously. Second, the teachers lacked of understanding of their confused circumstances and they lived their daily lives bowing to the school system and culture. They stood on the border between trying to teach and giving up teaching. Also they stood on the border between the teacher and the civil service worker. I conceptualized these phenomena as a marginal man phenomenon of teachers.
The marginal man phenomenon of teachers had some meanings on the teaching deprofessionalization in two ways. First one is teaching deskilling that is the phenomenon of teachers alienation from teaching jobs. Second deprofessionalization is the phenomenon that teachers mandate their teaching authority to other teaching institutions.
The purpose of this study was to reveal the phenomena on the professionalism of middle schools and high schools teachers through analysis of teachers' job performance and to examine the meanings that the phenomena revealed on the teachers' professionalism hint at the teaching deprofessionalization. In order to address the purpose, research questions were developed as follows:
Research Question 1. How do the teachers perform their tasks?
1-1. How do the teachers perform their teaching tasks?
1-2. How do the teachers perform their homeroom-teacher tasks?
1-3. How do the teachers perform their administration tasks?
Research Question 2. What does the teachers' professionalism mean on the teaching deprofesstionalization?
2-1. How does the teachers show their professionalism while performing their tasks?
2-2. What does the teachers' professionalism revealed on the teaching performance mean on the teaching deprofesstionalization?
The object of this study was the diaries of teachers working on middle schools and high schools. Two kinds of diaries were used in this study. One was the published diary and the other one was the diary that posted on Internet blogs. The published diaries were 5 and the blog diaries were 8. Then 13 diaries were used in this study. Using the diaries for this study was helpful as we could read teachers' personal feelings of teaching and schools, and also we could read teachers' everyday life and routine work and their consistent attitude on teaching and schools.
I divided teachers' job into three parts that are teaching lessons, homeroom teachers' tasks and other administration works. I focused on how teachers would work on each part and how they would perform their professionalism and show their expert on each part.
The major findings of the diary analysis were as follows:
In the part of the teaching lessons, four phenomena were revealed. First, the characteristics of teaching dailiness were found in classrooms. They were repetition and continuance of everyday life and the war between teachers who tried to teach students and students who don't want to learn. Second, there were obstacles of teaching in classrooms. For example, the phenomena that students refuse lessons at schools, standardized curriculum and heavy responsibility that teachers undertook were found. The third was the ways how teachers deal with the situations happened in classrooms. They were endurance, indifference and abandonment. The fourth was teachers identity confusion.
In the part of the homeroom teachers' tasks, four phenomena were revealed. First one was teachers' consistent care and management of their students. Teachers felt great responsibility on their students. Second phenomenon was homeroom teachers' heavy tasks. Third, they thought that the role of homeroom teacher was ther source of delight in their teachers' lives. Fourth, they had a feeling of helplessness because of friction with schools while they perform the homeroom-teacher role.
In the part of the administration work, three phenomena were revealed. They were handling a lot of official documents to be shown for others, identification as a public service worker and dual mind that they have contempt for principals and at the same time they would like to be principals.
This analysis could be summarized in two sentences. First, teachers working at middle schools and high schools were experiencing the identity confusion. The identity confusion was caused the situations that they could not teach in classrooms, that they felt delighted and helpless at the same time the role of homeroom teacher and that they experienced the confused circumstances that they should do teaching and dealing with administration things simultaneously. Second, the teachers lacked of understanding of their confused circumstances and they lived their daily lives bowing to the school system and culture. They stood on the border between trying to teach and giving up teaching. Also they stood on the border between the teacher and the civil service worker. I conceptualized these phenomena as a marginal man phenomenon of teachers.
The marginal man phenomenon of teachers had some meanings on the teaching deprofessionalization in two ways. First one is teaching deskilling that is the phenomenon of teachers alienation from teaching jobs. Second deprofessionalization is the phenomenon that teachers mandate their teaching authority to other teaching institutions.
목차 (Table of Contents)
- Ⅰ. 서론 1
- 1. 문제의 제기 1
- 2. 연구 방법 및 대상 5
- 가. 연구 방법 5
- 나. 연구 대상 7
- Ⅰ. 서론 1
- 1. 문제의 제기 1
- 2. 연구 방법 및 대상 5
- 가. 연구 방법 5
- 나. 연구 대상 7
- 다. 연구 절차 11
- 3. 연구의 제한점 12
- Ⅱ. 이론적 배경 14
- 1. 교직의 전문성 14
- 가. 전문직의 개념 14
- 나. 교직의 전문성 15
- 2. 교사의 전문성 18
- 가. 교사 전문성의 개념 18
- 나. 교사 전문성의 구성요소 19
- 3. 교직 전문화와 탈전문화 33
- 가. 전문화와 탈전문화 33
- 나. 교직의 탈전문화 36
- Ⅲ. 교사의 교직 수행 분석 46
- 1. 수업 수행 분석 47
- 가. 수업의 일상성 47
- 나. 수업 속 함정 55
- 다. 교사의 대응방식 66
- 라. 정체성의 혼란 70
- 마. 수업 수행에 나타난 교사 전문성 73
- 2. 담임업무 수행 분석 74
- 가. 지속적 관리와 관심 74
- 나. 과중한 담임업무와 책임감 81
- 다. 보람의 원천 86
- 라. 학교와의 마찰 89
- 마. 담임업무 수행에 나타난 교사 전문성 95
- 3. 행정업무 수행 분석 96
- 가. 공문처리와 전시행정 97
- 나. 공무원으로서의 교사 100
- 다. 승진에 대한 두 가지 마음 105
- 라. 행정업무 수행에 나타난 교사 전문성 110
- Ⅳ. 현상적 교사 전문성과 교직의 탈전문화 111
- 1. 중등학교 교사의 현상적 교사 전문성 111
- 가. 교사의 경계인 현상 112
- 나. 교사 경계인 현상의 흐름 118
- 2. 교사 전문성의 경계인 현상과 교직 탈전문화의 관계 120
- 가. 교직 탈전문화의 첫 번째 흐름: 교직의 탈기술화 120
- 나. 교직 탈전문화의 두 번째 흐름: 교직의 탈전문직화 123
- Ⅴ. 요약 및 결론 126
- 1. 요약 126
- 2. 결론 128
- 참고문헌 132
- ABSTRACT 145
참고문헌 (Reference)
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