중등학교 무용분야 예술강사 수업딜레마 연구

Abstract

This study aims to reveal the instructional dilemmas experienced by middle school dance instructors and their practical efforts to resolve them. It explores how these instructors reconstruct educational meaning and achieve growth despite repetitive class structures and institutional constraints. Narrative inquiry was employed as the research method, and five middle school dance instructors with over ten years of experience were selected as participants for in-depth interviews. The collected data were analyzed through data transcription, meaning unit analysis, categorization, and narrative reconstruction. The findings revealed three major categories of instructional dilemmas. First, conflicts with the school environment, such as schedule adjustments, lack of teaching spaces, and insufficient understanding from cooperating teachers; second, difficulties in the teaching process, including emotional communication with students, low engagement in creative classes, and interactions with maladjusted students; and third, personal internal factors, such as repetitive class content, job insecurity, and confusion about professional identity. To address these dilemmas, the instructors pursued professional growth through participation in training programs, efforts to improve classes, and communication with fellow instructors. Some also sought career transitions, such as regaining their identity as artists or nurturing future professionals. These findings highlight that dance instructors are not merely drill coaches but active agents of educational practice. Institutional improvements are needed to ensure that their experiences and voices are reflected in policy, and follow-up studies based on their narratives can contribute to the qualitative enhancement of arts education and the professional development of arts instructors.