교육실습 과정에서 예비음악교사의 정체성 탐색: 대화적 자아 이론을 중심으로 = An Investigation on Preservice Music Teachers’ Identity during Student Teaching: Focused on Dialogical Self Theory

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate how preservice music teachers construct identity while interacting with colleagues during student teaching based on Dialogical Self Theory. In case study, participants were six preservice music teachers, and the data collection included nonparticipant observation and individual interviews. The research results were as follows. First, preservice music teachers showed various kinds of conflicts among multiple I-positions, including conflicts between internal positions and external positions as well as between two internal positions. Especially, when constructing their own identity, preservice music teachers predominantly had conflict between internal positions and external positions. During this process, personal identity was not an important element for preservice music teachers to construct their professional identity. Second, preservice music teachers employed several methods to harmonize multiple I-positions. They considered linkage between two I-positions and integrated them, chose a dominant I-position, or maintained conflicts. Third, when preservice music teachers developed meta position and promoter position, other teachers in schools and colleagues played an important role for them to reflect their own I-positions. Moreover, preservice music teachers in this study could listen to various advice of other cooperating teachers from colleagues and used it as a promoter source.

참고문헌 (Reference)

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