스스로 농촌학교로 간 도시교사들의 기대와 갈등

Abstract

In Korea, there is increasing social gap between city schools and rural schools. One of the reasons is that teachers prefer city schools to rural schools except some teachers who want promotion. This study explores recognition and experiences of nine teachers who voluntarily moved from large city schools to small agricultural elementary schools. They got transferred to rural schools because of their children's education and freer and more comfortable living. Working in rural schools, they frustrated with the fact that they could not realize quality class, since students did not have proper learning readiness caused by poor family background. Their quality teaching is based on proper students who are well cared and managed by urban middle class parents. Another problem is that small rural school cultures to emphasize harmony among teachers often kept them from preparing for class and instead promoted mutual friendship. It prevented them from rational decision making, following views of the eldest or the boss. Frequent official documents and trips are another elements that they could not concentrate on teaching and teaching preparation. In conclusion, they had negative views on working in rural schools not because of inconvenient living conditions but because of educational systems and cultures that do not value enough teaching and learning and that they could not realize quality class as they expected. It is because they are teachers and also parents whose children attend their schools.