소규모 초등학교 교사문화 연구

다국어 초록 (Multilingual Abstract)

I tried to study special behavior norms of the teachers who consists of school culture environment.
I emphasized on what is social condition of school to developing culture of elementary school? And I also studied that how to carry out an usual education behavior of teachers. I tried to find out teachers' behavior norms and teachers' culture characters. I performed this study with a lot of interviews and observation of my participation in Dae Han elementary school. It's located in Chun-cheon. This study has been performed for about 10 months. This study can be summarized as follows.
Firstly, some participation of higher administrations and the request of students' parents makes an influence on school system.
Secondly, homeroom teachers are the best important persons who do all kinds of educational activities. So they are centural position with students, parents and supervisors.
Thirdly, teachers have so many kinds of the works. The works of the teachers is mostly the kinds of formity. That causes that teachers do an action not their thoughts, but ruitines.
Fourthly, we can divide up educational behaviors of the teachers two sorts. "Teaching and Guideness of school life".
Fifthly, an daily event was held in most elementary school, and the teachers had to plan, observe the plan, do the plan, revise the plan and react the plan.
Sixthly, the behavior norms of elementary teachers are likely to be a stable position, flexible to spend time, to achieve a success, and to grow up good disciples.
The teachers are passive to change. Although the teachers who are conservative must try to adapt themselves to new circumstances. The new circumstances are the education system to facilitate.
The teachers' cultures are negative. There are same uncertain matters, tendency of instant, independency of behavior in the teachers' cultures. So teachers are not used to overcome a stagnation. But I am sure that we could change the teachers' negativism into the positivism with the morality.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 문제의 제기 = 1
• 2. 연구의 문제 = 2
• 3. 연구의 제한점 = 3
• II. 이론적 배경 = 4
• 1. 교사문화 이론 = 4
• 2. 선행 연구의 검토 = 11
• III. 연구 방법 = 14
• 1. 연구 대상 = 14
• 2. 자료 수집 및 분석 = 14
• IV. 연구대상 학교의 사회문화적 배경 = 21
• 1. 학교 운영의 외부 환경요인 = 21
• 2. 학교의 운영구조 = 33
• V · 교사의 일상적인 교육행위 = 40
• 1. 교사의 하루생활과 의미 = 40
• 2. 일상적 교육활동 = 61
• VI. 교사문화 = 67
• 1. 교사의 행위규범 = 67
• 2. 교사문화의 특성 = 73
• VII. 결론 = 81
• 참고문헌 = 83
• ABSTRACT = 84