교사는 왜 교직을 떠나며 어디로 가는가: 두 초등교사 출신 교과교육 연구자의 교직 경험과 전환 경험에 대한 내러티브 탐구

양영자 ( Young-ja Yang ) 한국초등교육학회 2023 초등교육연구 Vol.36 No.2

This study inquired the narratives of two former elementary school teachers to understand the phenomenon of teachers leaving the teaching profession and transitioning to a research position. These two participants had more than 10 years of elementary school instruction experience and transitioned to researcher positions. Using the narrative inquiry method of Clandinin and Connelly (2000), five themes from the two participants’ narratives were identified: Elementary (pre-service) teachers' concerns and questions about subject matter education expertise, the importance of theory in an elementary teaching climate that favors experiences, conflicts in the process of transitioning from being an elementary teacher to a subject matter education researcher, structural issues that cause experienced elementary teacher researchers to leave the field such as the promotion system, and the ambivalence about transitioning to a research position. Through this study, the starting point for reflection on what primary teachers need to consider in order to continue to grow as subject matter education researcher.

다문화가정 학생재유형화와 교육 접근법

양영자 ( Young Ja Yang ) 한국교육과정학회 2012 교육과정연구 Vol.30 No.3

For the purposes of education, research and policy, ``students from multicultural backgrounds`` are often categorized as part of ``students of international marriages``, ``students of migrant workers``, ``young North Korean refugees`` or ``students who immigrated with their parents or were brought by their already-settled parents``. While this kind of categorization is to systematically support minority students, it is likely to create and spread negative stereotypes on students from multicultural backgrounds by socially and economically ``labeling`` them as ``a new type of disadvantaged people``. Moreover, as it results in treating such students as a homogeneous group, it leads to a standardized education system, errors in identification of research objects and interpretation of outcomes of research, and concerns about the provision of appropriate educational support and the enhancement of policy effectiveness. In this regard, this study gives cases of the types of recently-diversified students from multicultural backgrounds to explain the need for re-categorization of such students. Then it suggests a new typology method which puts emphasis on deep culture of the students, and illustrates appropriate educational approaches for each type. The aims of this study are to provide with a new categorization method in which student-centered education, research and policy can be operated, and various characteristics, personalities and conditions of minority students can be reflected; and to explore appropriate educational support.

한국 다문화교육의 새 지평: 역사적 소수자의 미래지향적 재현

양영자 ( Young Ja Yang ) 한국교육과정학회 2015 교육과정연구 Vol.33 No.2

Based on the assumption that Korea’s shift into a multicultural society is related to socio-political issues in modern and contemporary Korean history, the author identifies Chinese compatriots,Koryo-saram Korean, Zainichi Koreans and North Korean immigrants as historical minorities, that have been excluded or neglected in multicultural education in South Korea. Moreover, the author proposes that the historical experiences, cultural heritage, and knowledge of these historical minorities be included in Korea’s multicultural education curriculum. Particularly, this study suggests a new avenue for Korea’s multicultural education that affirms the presence and significance of the country’s historical minorities in society and promotes a future-oriented representation of the historical minorities.

제주지역 가창유희요 고찰

양영자 ( Young Ja Yang ) 영주어문학회 2006 영주어문 Vol.12 No.-

한국 다문화교육에서의 “모델 마이너리티” 경향 고찰

양영자 ( Young Ja Yang ) 성결대학교 다문화평화연구소 2015 다문화와 평화 Vol.9 No.3

The idea of multiculturalism (‘damunhwa’) had been invented to support ‘people in damunhwa’ in the light of policies for racial minorities in South Korea. Yet over the past ten years, these people have been considered as a specific group of immigrants and their children with negative connotation, and separated from the society and in education. As a result, the labelling of ‘damunhwa’ has functioned in relation to racial issues has had racial connotations in South Korea. This paper asserts that the concept of “model minority” used in the U.S. is compared to the labelling of ‘damunhwa’ in South Korean context. Focusing on “model minority” as a theoretical framework, therefore, this paper discusses the assumptions of representation of ‘damunhwa’ and its racial meaning. In doing so, it analyzes the influences and limits of the racial conceptual framework that distinguishes certain minority groups among diverse minority peoples in both the U.S. and South Korea. Finally, this paper addresses what implications the introduction of multicultural education has in the society and education of South Korea.

다문화교육 실천가로서의 교사상 탐구: 영화 <프리덤 라이터스(Freedom Writers)>의 에린 그루웰(Erin Gruwell)을 중심으로

양영자 ( Young Ja Yang ) 한국교육과정학회 2016 교육과정연구 Vol.34 No.3

This study examined the role of teachers as practitioners in the field of multicultural education. The study analyzed the film, Freedom Writers, which provided insight into multicultural education. Employing qualitative content analysis, this study focused on three aspects: the view of students, the view of the curriculum, and the vision of multicultural education. The study identified the roles of teachers in multicultural education as being individuals who treat students from multicultural backgrounds without prejudice and discrimination; as being individuals who practices transformative curriculum centered on the transformative spirit using teaching methods that help students learn by being exposed to discrimination and injustice in everyday settings; and as individuals who have visions and philosophies related to transforming oneself and the world.

‘제3국 출생 북한이탈주민 자녀’ 교육 문제:

양영자(Yang Young-Ja) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.10

This study focuses on current issues in education of children of North Korean immigrants born in China and other countries. The children share their parents background as North Korean refugees. However, they also have on their own immigrant experiences moving from another country to South Korea and cultural hybridity characteristics contextualized in China and South Korea. In reviewing existing literature such as newspaper articles, research reports, and academic journal articles, this study investigates the changes in discourse, educational issues surrounding the children, and the possible educational insight that these children may bring from their hybrid experience toward Korean education in the future. Studying this particular population is a turning point in this type of research as it reveals new complex cultural boundaries and encourages breaking down of cultural barriers. This study also suggests that research on North Korean immigrant student education and minority student education should be redefined, which will ultimately offer a new perspective in Korean and multicultural education in Korea

타자의 시선으로 본 제주민요

양영자 ( Young Ja Yang ) 영주어문학회 2009 영주어문 Vol.17 No.-

교사 저서에 나타난 교사론의 질적 내용 분석 연구

양영자(Yang, Young Ja) 한국교원교육학회 2020 한국교원교육연구 Vol.37 No.1

이 연구는 교사저자들의 ‘교사론’ 주제를 다룬 단독저서를 질적 내용 분석함으로써, 실천 경험에 기초한 교사론의 내용과 특성을 종합적으로 규명해, 현실 정합성 높은 ‘교사의 교사론’을 도출하는 데 목적이 있다. 교사론 주제의 교사 저서 선정을 위해 의도적 표본을 추출하고자, 3인의 정보 제공자에게 연구자가 제공한 리스트에서 총 55권을 추천받고, 이중 교사저자의 교사론에 초점을 맞춘 단독저서 총 30권을 최종 분석대상 저서로 선정했다. Elo & Kyngäs(2008)의 귀납적 내용 분석법으로 분석해, 다음의 여섯 주제를 확인했다. 곧 ‘교사 탓’ 담론 구조 속에 여전히 아프고 힘든 교사의 삶, 교사의 존재 이유에 대한 끊임없는 성찰, 전문직으로서의 교사 전문성에 대한 강조, 교육 본질과 교사 본위 회복을 위한 교육개혁에의 희망, 교육에의 걸림돌과 교육을 위한 타개책 모색, 교사저자의 수 만큼이나 다양한 ‘훌륭한 교사상’의 의미 등이다. 연구 결과, 교사의 관점에서 교육 쟁점에 대해 해결 방안을 모색하는 법을 알 수 있었을 뿐 아니라, 동시대를 살아가는 (예비) 교사의 현실과 연결된 실제적인 교사 역할 모델의 특성을 시사 받을 수 있었다. 이 연구는 교사의 실천 담론 분석이라는 새로운 연구 방향의 기초를 놓음으로써 연구과 현장 사이의 괴리 문제에 대한 실질적인 해결 방안의 길을 제시했다. This study uses qualitative content analysis to consider teachers’ views on teacher related themes in books written by teacher-authors. In order to extract perspectives on themes by teacher-authors, a list of the books was compiled by the researcher. This list was purposively sampled in such a way that three information providers reviewed them and 55 books were recommended from the original list provided by the researcher. A total of 30 books were selected for the final analysis focusing on teachers’ views on teachers and conducted using the inductive content analysis method of Elo & Kyngäs (2008). Six themes were identified in the texts: 1) Emotional difficulties of teachers’ lives in the teacher-blaming discourse structure, 2) continuous reflection on the reason for the teacher’s existence, 3) emphasis on the teacher’s expertise as a professional, 4) hope for education reform to restore the nature of education and the true role of teachers, 5) obstacle to and solutions for education, and 6) the interpretation of the existence of numerous definitions of a good teacher that is equal to the number of teacher-authors. Not only do the results show us how to look for solutions from the teacher’s point of view on educational issues, it also shows us the characteristics of the actual teacher role model for (new) teachers. Through the analysis of teachers’ practice discourses, the researcher recommend a way for finding a realistic solution to solve problems of separation between the researches and the practices in education.

세 중등교사 출신 교과교육 연구자의 교직 경험과 전환 경험에 대한 내러티브 탐구

양영자(Young-Ja Yang) 한국교원교육학회 2023 한국교원교육연구 Vol.40 No.2

This study inquires about the narratives of three researchers who had been secondary school teachers for more than 10 years in subject matter education, for the purpose of understanding their transitioning momentum and processes into research positions. The narratives of these three participants were constructed based on the narrative inquiry method of Clandinin and Connelly (1990), thereby five themes were constructed as follows: 1) the unexpected difficulties and internal conflicts as novice teachers when confronting problematic realities of the secondary school teaching profession; 2) the qualitative growth and progress through the postgraduate study as teachers in subject matter education; 3) the internal conflicts as teacher-researchers in a somewhat dichotomous situation where theory is superior to practice in academia and yet the opposite in secondary schools; 4) the teacher-researchers’ identity squeezed in between teaching profession and academia; 5) the gains and losses resulting from transitioning into research positions. The study is to help understand the career paths of transitioning from secondary school teachers to research positions. It also suggests that it is necessary to create appropriate environments for teacher-reseachers’ sustainable growth in the field of secondary education.