초임음악교사의 정체성 형성 과정 탐색
An investigation of beginning music teachers' identity construction
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초록
교사 정체성은 교직을 수행하는 데 있어 중요한 역할을 한다. 따라서 본 연구는 초임음악교사들이 어떠한 과정을 통해서 음악교사 정체성을 형성해 나가며, 이러한 정체성 형성에 영향을 미치는 요인이 무엇인지 파악 하는 것을 목적으로 한다. 이를 위해 서울 및 경기지역 초임음악교사 5명을 대상으로 성찰저널과 개별면접을 통해서 자료를 수집하고 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 초임음악교사들은 시간이 지나고 교직 경험을 쌓을수록 음악을 가르치는 교사의 정체성에 좀 더 집중하는 모습을 보였는데, 이러한 정체성 변화 에 주된 요인은 교수 경험을 통한 수업에 대한 자신감이었다. 둘째, 선행연구와 달리 한국의 초임음악교사들은 교사 정체성으로 음악가적인 자아를 거의 보이지 않았다. 셋째, 비록 일부의 교사에게서 나타났지만 행정적인 일을 하는 교사의 모습은 초임음악교사 정체성에 중요한 부분으로 제시되었다. 넷째, 초임음악교사들은 교사가 되기 이전에 자신이 되고 싶은 구체적인 교사의 모습을 형성하는데 어려움을 겪었다. 다섯째, 사회적 정체성은 초임교사들이 교직생활 초반 자신의 교사 정체성을 형성해 나갈 때 중요한 역할을 한 요인이었다.
Abstract
Teacher identity plays an important role in working as teachers. Therefore, the purpose of this study was to investigate how beginning music teachers construct their teacher identity and what fac- tors affect the formation of teacher identity. Five beginning music teachers in Seoul and Gyeonggi-do participated in this study, and reflective journals and individual interviews were used to gather the study data. The research results were as follows. First, the more beginning music teachers spend time in teaching music, the more they focus on music teaching identity. Confidence through teaching ex- perience was the main factor to affect beginning music teachers’ identity. Second, different from pre- vious studies, Korean beginning music teachers in this study hardly showed musician identity. Third, a few music teachers focused on administrative tasks, which was one of the important aspect of their teacher identity. Fourth, beginning music teachers had difficulty in forming concrete teacher identity before they started to work in schools as music teachers. Finally, social identity was one of the most important factors which affected music teachers’ identity at the beginning of their teaching career.
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