중등 여자체육교사의 전문성 개발 프로그램 참여를 통한 전문적 정체성 변화 탐색
Exploration of Changes in Secondary Female PE Teachers’ Professional Identities Through Professional Development Program
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본 연구의 목적은 긍정적 탐구 이론을 기반으로 설계한 전문성 개발 프로그램이 중등 여자체육교사의 전문적 정체성 변화에 미친 영향을 탐색하는 데 있다. 이를 위해 교직 경력이 다양한 중등 여자체육교사 14명을 모집하여 프로그램을 시행한 후 심층 면담을 진행하였으며, 면담 결과는 내용분석을 실시하였다. 연구 결과, 여자체육교사들의 전문적 정체성은 (a) 불필요한 존재에서“대체 불가의 존재”로, (b) 나 홀로 진로 고민에서 “손잡고 정년까지”로, (c) 자신 없는 교수자에서“성장하는 학습자”로의 변화된 정체성을 형성했음이 나타났다. 이러한 여자체육교사의 정체성 변화에 영향을 미친 요인으로는 (a) 긍정적 ‘롤모델’과의 만남, (b) 지속적‘강점’ 강조와 반복, (c)‘여자’체육교사끼리의 공동체 활동 기회가 주요 요인이었다. 본연구에서 탐색 된 여자체육교사 전문적 정체성의 긍정적 형성과 변화는 단순히 습득으로서의 학습된 정체성이 아닌 함께 성찰하고 공유하며 형성한 참여로서의 학습된 정체성이라는 점에서 의미가 있다.
Abstract
The purpose of this study was to explore the effects of a professional development program designed based on the appreciative inquiry approach on changes in the professional identity of female physical education teachers at the secondary schools. To this end, 14 secondary school female physical education teachers with various teaching careers were recruited and in-depth interviews were conducted after the program was implemented, and the results of the interviews were analyzed with content analysis. The findings of the study revealed that the professional identity of female PE teachers changed from (a) being unwelcomed to being irreplaceable, (b) from a solitary explorer on a career path to holding hands until retirement, and (c) being unconfident teacher to growing learners. The factors that influenced the change in the identity of female physical education teachers were (a) encounter with positive role models, (b) continuous emphasis on strengths rather than deficits and (c) exclusive program designed for female PE teachers. The positive formation and transformation of female PE teachers' professional identity explored in this study lies in its distinction from change through acquisition; rather it arises from active engagement and participation.
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