교사가 인식하는 연구자로서의 교사와 연구경험에 대한 사례연구

Abstract

The purpose of this study was to investigate how teachers perceive themselves as researchers and to examine their research experiences. In-depth interviews with three teachers (elementary, middle, and high school) were conducted for this purpose. Teachers’ research perceptions, process, and experiences were examined by investigating how teachers perceive and conduct their research. The results of this study are as follows: First, all teachers recognized themselves as researchers and related their research to teaching and student guidance. The objectives of the teacher’s research was to induce student interest in the subject, to improve their own sense of efficacy and professionalism, and also to study the burdens and responsibilities of the teacher. Second, the research process of the teacher was done in the order of problem consciousness, goal setting, instructional design, execution, reflection, and sharing. In the process, teachers experienced difficulties due to the difficulty of teaching design, the role society expects teachers to have, teacher atmosphere, and so on. Third, the differences in the perception and experience of each teacher were the co-operative research experiences of the school teachers, and the social atmosphere of the entrance examination in secondary schools. This study has significance as a qualitative case study in that it selected teachers evenly belonging to elementary and secondary, national public and attached schools, confirming the perception and difficulty of teachers as researchers in detail based on the actual teacher’s experience. Text network analysis was also used to improve the validity of the analysis. This study confirms the identity of the teacher as a researcher and suggests follow-up case studies on teacher research.