초등교사의 원격수업 경험에 관한 합의적 질적 연구

안서헌(Ahn, Seo Heon),김준(Kim, Jun),이정표(Lee, Jung Pyo) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.3

본 연구는 코로나 19 펜데믹으로 촉발된 원격수업으로 인하여 초등교사가 기존에 인식하고 있었던 역할 및 정체성이 어떻게 유지되고 변화되고, 생성되고 있는지를 탐색하고자 하였다. 이를 위해 8명의 초등교사를 대상으로 반구조화된 심층 면담을 진행하였다. 심층 면담을 통하여 수집된 자료는 3명의 평정자와 1명의 감수자로 연구팀이 구성되어 합의적 질적 연구 방법(CQR)으로 분석하였다. 자료 분석 결과 5개 영역, 10개 범주, 23개의 하위범주로 분석되었다. 연구 결과는 다음과 같다. 첫째, 초등교육의 본질 영역에서 ‘초등교사의 역할’, ‘초등교사의 정체성’을 인식하였다. 둘째, 원격수업 경험 인식 영역에서 ‘원격수업 준비’, ‘원격수업 경험’을 인식하는 것으로 나타났다. 셋째, 원격수업의 한계 영역은 ‘수업 과정에서의 문제’, ‘학습 결과에 대한 문제’로 나뉘었다. 넷째, 원격수업의 가치 영역에서 ‘학생 중심 수업의 재발견’, ‘변화 하고 성장하는 교사’를 인식하는 것으로 나타났다. 다섯째, 초등교직의 미래에 관한 영역에서 ‘학교의 중요성 재확인’, ‘적응과 확장되는 교사역량’에 대하여 인식하고 있었다. 사회적 변화 요구와 환경에 따라 초등교사의 역할의 변화가 나타났고, 이에 따른 정체성의 유지와 변화, 그리고 새로운 정체성을 생성해 나가고 있음을 연구를 통해 확인하였다. 연구 결과를 바탕으로 교육행정기관에 대한 초등교사의 지원 요구와 소통의 필요성과 방안, 미래 초등교사의 역량과 역할에 관한 논의점과 후속 연구에 대한 제언을 하였다. This study was to find out about how the elementary school teachers’ roles and identities have maintained, changed and created due to distance learning which has been started by corona 19 pendemic. A semi-structured in-depth interview was conducted with eight elementary school teagers who teaching distance learning and it analyzed by consensual qualitative research(CQR). As a result of data analysis yielding 5 domians, 10 categories and 23 subcategories were classified and the results of this study are as follows. First, we perceived ‘the role of elementary school teachers’ and ‘identity of elementary school teachers’ in terms of essential elementary education. Second, we perceived ‘distance learning preparation’ and ‘distance learning experiences’ in terms of distance learning experiences. Third, the limitations of distance learning were split into ‘problems in the learning process and ‘problems about learning outcomes’. Fourth, we perceived that ‘rediscovery of student-centered learning process’ and ‘changing and growing teachers’ in terms of distance learning values. Fifth, we perceived that ‘reconfirmation of the importance of school and ‘adapting and enhancing teachers’ competency in terms of the future of the elementary school teaching profession. Through research, it was confirmed that the role of elementary school teachers changed according to social change demands and circumstances, and that identity was maintained and changed, and a new identity was being created. Based on the results of the study, discussion points on the needs and plans for elementary school teachers support, communication needs, and future elementary school teachers competencies and roles, and suggestions for follow-up studies were derived.

Case Study of Online Learning in Elementary School during the COVID-19 Pandemic from Engeström’s Expansive Learning Perspective : COVID-19에 따른 초등학교 원격수업 사례 연구: Engeström의 확장학습이론을 중심으로

이승민(Lee, Seung-Min),김영환(Kim, Young-Hwan) 부산대학교 교육발전연구소 2021 교육혁신연구 Vol.31 No.2

연구목적: 본 사례 연구는 Engeström의 확장학습이론의 관점에서 우리나라의 초등학교에서 COVID-19에 따른 원격수업을 준비하고 실행했는지에 대해 조사한 것이다. 연구방법: 연구자는 사례연구를 위한 이론적 토대로 3세대 활동이론에 해당하는 Engeström(1987)의 확장학습이론을 사용하여 자료를 수집하고 분석하였다. 연구결과: 연구대상인 H초등학교는 교사 활동체계와 학생-부모 활동체계로 구분되었고, COVID-19에 따른 다양한 목소리가 존재하였다. 심층 인터뷰와 보조 데이터를 분석한 결과에 따르면, 활동주체 사이에는 디지털 리터러시 격차가 존재하였다. 이를 해소하기 위해 H초등학교는 원격수업관리위원회(OLMC)를 구성하여 원격수업에 관해 역량을 갖춘 교사가 동료교사를 지원할 수 있도록 하였다. 또한 이들은 동료교사들을 위해 자신의 원격수업을 공개하기도 하였다. 그 결과 동학년 교사들 사이에서는 자발적인 학습공동체가 형성되었다. 한편, OLMC는 원격수업에 따른 교수환경과 학습환경의 차이를 확인하고 학생-부모 활동체계가 가정에 효과적으로 원격수업에 참여할 수 있도록 가이드를 제공하였다. 논의 및 결론: 첫째, H초등학교의 교사 활동체계와 학생-부모 활동체계 사이에 존재하는 구조적 긴장인 디지털 리터러시의 격차로 인해 모순이 형성되었음을 알 수 있었다. 둘째, 모순을 극복하는 과정에서 주체들은 협력적 상호작용이 필요하다는 것을 확인하였다. 끝으로 COVID-19에 따른 원격수업에 참여하는 과정에서 H초등학교 활동체계들이 성찰의 과정을 반복하여 확장학습의 특성을 찾을 수 있었다. Purpose: This case study examined the preparation and implementation of online learning in a Korean elementary school during the COVID-19 pandemic from Engeström’s expansive learning perspective. Method: We used Engeström(1987)’s theory of expansive learning, the third-generation activity theory, as the theoretical framework for this study. Results: H Elementary School was divided into a teacher activity system and a student-and-parent activity system, and multi-voiceness emerged in response to COVID-19. Our analysis of in-depth interview and auxiliary data revealed subjects’ digital literacy gap. To address this gap, the school formed an Online Learning Management Committee (OLMC). The OLMC supported teachers with competencies in online learning to provide training to peer teachers. Also, peer teachers could observe their classes. This resulted in the spontaneous formation of a learning community among teachers of the same grade level. Because there is a difference between the on-campus and online teaching and learning environments, the OLMC provided a home learning materials guide. Conclusion: First, a contradiction was formed due to the structural tension existing within and between the teacher and student-and-parent activity systems in the school-namely, the digital literacy gap between subjects. Second, in the process of finding contradictions and reconciling them, it is necessary for subjects to have cooperative interactions. Third, the activity systems within H Elementary School exemplify expansive learning in that they repeat the process of reflection.

학습 격차 해소를 위한 초등 정보 교과 신설 방안

정영식,유정수,김철 한국정보교육학회 2021 정보교육학회논문지 Vol.25 No.1

코로나19 대유행으로 인해 세계 여러 나라는 학교를 폐쇄하고, 우리나라도 사상 초유의 온라인 개학과 전면적 인 원격 수업이 도입되었다. 인터넷을 기반으로 한 원격수업은 소득수준이 낮은 국가와 그렇지 않은 국가 간의 학습 격차를 발생시켰고, 우리나라에서도 학생 간 학습 격차가 심화되었다. 이러한 학습 격차는 학생들의 디지털 역량 부족으로 발생하였다. 비대면 교육 시대에 학생 간 학습 격차를 해소하려면, 초등학교에서부터 체계적인 정 보 교육이 필요하다. 2015 개정 교육과정에서는 정보교육이 17시간으로 제한되는 등 수업 시간이 확보되지 못하 여 정보교육이 매우 약화되었고, 그로 인해 학생들의 디지털 리터러시도 감소하였다. 따라서 디지털 리터러시를 향상시켜 학생들의 학습 격차를 해소하려면 반드시 초등학교에 정보 교과를 설립해야 한다. 이를 위해 본 연구 에서는 초중등교육법 시행령 43조의 개정안을 제시하였고, 2022년 개정 교육과정에서 초등학교에 정보 교과를 신설할 것을 제안하였다. Due to the Covid-19 pandemic, many countries around the world shut down schools, and Korea was the first to open online schools and provide remote education. In Internet-based remote education, the learning gap between countries with low income levels and those without income levels has widened. In Korea, the gap between students' learning has widened. This learning gap was caused by a lack of digital competence among students. In order to reduce the learning gap between students in the era of un-tact education like distance education, systematic information education should be promoted from elementary schools. In the 2015 revised curriculum, information education was very weakened due to the lack of class time, such as limited information education to 17 hours. This also reduced the digital literacy of students. Therefore, in order to reduce the gap in students' learning, digital capabilities must be developed, and information courses must be established in elementary schools. To this end, we proposed the amendment to Article 43 of the Enforcement Decree of the Elementary and Secondary Education Act and proposed the establishment of the information curriculum in elementary schools in the revised curriculum in 2022.

코로나19에 따른 비대면 원격 음악수업에서 초등교사들이 겪은 어려움과 지원방안

박주만 ( Park Joo Man ) 미래음악교육학회 2021 미래음악교육연구 Vol.6 No.1

본 연구의 목적은 최근 코로나19로 인한 비대면 원격 음악수업을 실행하는 과정에 있어 초등교사들이 겪었던 수업 운영에 대한 어려움과 지원방안을 탐색하는데 있다. 이를 위하여 온라인 개학 이후 시작된 원격 음악수업을 경험한 초등교사 9명을 대상으로 질적 연구를 수행하였다. 이에 따른 분석 결과를 제시하면 다음과 같다. 먼저 원격 음악수업 실행 과정에서 겪은 어려움으로는 첫째, 음악 저작권 이해 부족 및 사용에 대한 어려움이 있었다. 둘째, 음악 활동의 제약으로 인한 수업 구성의 어려움이 있었다. 셋째, 원격 음악수업 준비 및 운영으로 인한 육체적, 정신적 스트레스를 겪고 있었다. 넷째, 원격수업 활용 기기 사용에 대한 미숙함과 과도한 제작 시간의 어려움이 있었다. 다섯째, 학생들의 참여와 상호작용이 없는 획일적이고 경직된 수업으로 인한 어려움이 있었다. 이러한 비대면 원격 음악수업의 어려움을 해결하기 위한 지원방안으로는 첫째, 원격 음악수업을 위한 교수 방법 및 다양한 수업자료가 개발되어야 할 것이다. 둘째, 수업을 위한 음악 저작권의 완화 및 자유로운 활용을 위한 공익적 성격의 음악저작물이 제작되어야 할 것이다. 셋째, 원격 음악수업을 위한 물리적 환경의 구축되어야 할 것이다. 넷째, 원격 음악수업의 역량 강화를 위한 교사 연수 프로그램 개발 및 시행이 필요할 것이다. 다섯째, 교육용 악기 지원 및 대여 서비스가 이루어져야 할 것이다. The purpose of this study is to explore the difficulties of elementary teachers related to class management in the recent process of implementing remote music classes due to COVID-19 along with support plans. For this, qualitative studies were conducted on 9 elementary teachers who experienced remote music classes that began after the first day of school online. Associated analysis results can be presented as follows. Difficulties experienced in remote music class implementation processes included first, difficulties with a lack of understanding of music copyrights and their use. Second, there were difficulties in class compositions due to limitations of musical activities. Third, teachers were experiencing physical and mental stress due to the preparation and management of remote music classes. Fourth, there were difficulties as there was a lack of skill in the use of devices that utilize remote classes and with production time consumption. Fifth, there were difficulties with uniform and stiff classes that lacked student participation and interaction. Support plans presented to resolve the difficulties of such untact remote music classes included, first, the development of various class material and teaching methods for remote music classes. Second, music with a public nature should be produced for the mitigated and liberal use of music copyrights for classes. Third, physical environments should be constructed for remote music classes. Fourth, teacher training programs should be developed and implemented to empower remote music classes. Fifth, educational instruments should be supplied and rental services should be provided.

코로나19 기간 초등학교 학부모의 자녀 원격수업에서의 교육적 관여 경험에 관한 연구

남미주,김정효 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.21

Objectives This study aims to research and find features of the experiences that the parents of elementary school students had in supporting their children’s remote classes. Methods The phenomenological methodology was chosen by having in-depth research on what the parents had experienced while being involved in their children’s online classes and by turning it into a structure to define the meaning of the “experience.” For this study, ten primary caregivers of elementary school students in grades 3 and 4 who had experienced remote learning due to COVID-19 were selected as the research subject through criterion and snowball samplings. Results Parents’ experiences with remote learning for elementary school students were categorized into two cases: the experience of direct involvement in and the adaptation process to remote learning. The experience of direct involvement was represented by an unprepared start to school and adapting to remote learning by parental struggles, “piling up of worries,” and a re-recognition of the school’s limitations and roles. The characteristics of parents' educational involvement in remote learning for their elementary school children are categorized into in-class support and out-of-class support. The in-class support is the role of a teaching assistant, whereas the out-of-class support is divided into academic support and non-academic support. Conclusions Parents' direct experience of remote learning for elementary school children was bewilderment. However, through adaptation, it became an opportunity to rethink the roles of schools and parents. First, parents' educational involvement in distance learning for elementary school children was characterized by their role as learning facilitators in class. Second, the “cognitive involvement” of parents' educational engagement in remote learning for elementary school children increased slightly, suggesting that remote learning could potentially increase parents' “cognitive involvement.” Third, an intensification of “academic involvement,” in which parents were concerned about their children's “insufficient learning” and used tutoring to support early learning to get ahead. Lastly, in the out-of-class support, parents were “emotionally involved” by building “happy” time with their children, thus relieving stress.

내용-언어 통합 학습(CLIL) 기반 국제원격협력학습이 초등학교 고학년의 핵심역량에 미치는 효과

구경연,김신혜,박찬호,양지웅,최진오 현대문법학회 2021 현대문법연구 Vol.111 No.-

With the emphasis on four key competencies specified in 2015 Revised English Curriculum, the study was implemented to investigate how CLIL(Content-Language Integrated Learning)-based global telecollabo- rative learning(GTL) influnenced on developing Korean upper elementary school students’ four key competencies, communication competency in English, self- managementcompetency,civiccompetency,andknowledge-informationprocess competency. To achieve the study’s purpose, the mixed method including students’ self-assessment, teachers’ evaluation, and interviews with students and teachers was employed in the study. First, the statistical analysis was done with the survey responses from 250 upper elementary school students’ self assessment and those from their six English teachers’ evaluation of their students. A qualitative analysis of interview with 53 students and the six teachers was also used in examining the effects of CLIL-based GTL. The study found that CLIL- based GTL influenced on promoting upper elementary school students’ compe- tencies of the self–management, the civic, and the knowledge-information process. Both the students and the teachers considered the experiences of communication with their partners in English to be pleasant and exciting. However, they also felt some challenges caused by technical issues and lack of English proficiency.

팬데믹 시기, 한국사회는 아이들을 잘 돌봐왔는가? 초등 돌봄 제도와 원격교육을 중심으로

최이숙,황선영 한국언론정보학회 2022 한국언론정보학보 Vol.113 No.-

The situation of the pandemic has exposed the vulnerable parts of society. Caring, an essential activity in human life, is no exception. This article intends to examine the series of changes of school closures, partial school attendance, and distance education that have been repeated over the past two years from the perspective of ‘caring’. For this purpose, data were collected and analyzed through self-cultural descriptive journals of researchers, observation of participation in online group chat rooms, and interviews with care-givers in the lower grades of elementary school. Since the establishment of the public education system, schools have become an important social system where anyone can receive education. Schools were a system that alleviated care inequality intertwined with class, race, and gender, and an emotional space where teachers, students, and students could perform and benefit from each other's care. School closures and the implementation of distance education raised the caring functions (feeding school meals, child abuse monitoring, health care, etc.) As the media mediates learning and other activities that took place in the classroom at the same time, teachers and children are spatially separated. For the smoother education of children, a new care-giver was needed to play the role of a teacher. In particular, as media, which had previously been used as a tool for ‘play’ or entertainment’ or whose use was limited, was utilized in the context of ‘learning’, ‘caring’ was inevitably more necessary for children to immerse themselves in learning. As the boundaries between home and school are blurring through distance learning, the meaning and importance of practicing mutual care among educational entities (teachers, parents, and students) has grown. Based on the results of this analysis, the direction that our society should change to take good care of children in the post-pandemic situation was suggested.