세 중등교사 출신 교과교육 연구자의 교직 경험과 전환 경험에 대한 내러티브 탐구 = Narrative inquiry on teaching and transitioning experiences of three teachers-turned-researchers in secondary subject matter education

다국어 초록 (Multilingual Abstract)

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.