초등 교사의 실과 교수 경험에 관한 내러티브 탐구

Abstract

The objective of this study is to hear elementary school teachers’ experience in practical arts teaching and to interpret the meanings of the experiences using the narrative inquiry method. The subjects of this study were five elementary school teachers who had rich experience in practical arts teaching and had formed sufficient rapport with the present researcher. This study was conducted through Jeong Gwang‐soon’s six stages – observing phenomena, selecting participants, talking, talking again, writing, and confirming – that simplified Creswell’s seven stages. Data were collected from autobiographical statements, interviews and emails. Analysis was made through transcribing and categorizing collected data, and meanings were interpreted based on the results. The following summarized what elementary school teachers experienced while teaching practical arts and the results of semanticization based on the experiences. 1. What do elementary school teachers experience in the process of teaching practical arts? Teacher A, D and E had many experiences related to the contents of practical arts at his hometown during childhood, so he had little difficulty in teaching practical arts. He had not been particularly interested in practical arts at the beginning of his teaching career, but influenced by majoring in practical arts, he came to have a new idea of practical arts and participated in various activities related to practical arts including lectures and textbook development. Teacher B and C, their learning from a teacher during childhood became the model of their practical arts teaching. In the early days of their teaching career, they taught practical arts out of professionalism, and associated the contents of the textbook with their things in everyday life in their teaching. Their class emphasized practice, but it was difficult for them alone to teach functions to many children. They received that practical arts is one of subjects teaching what are necessarily in daily life. 2. What meanings does elementary school teachers’ experience in practical arts teaching have? First, with regard to experience vs. learning, elementary school teachers’ previous practical experience and learning became the source of their knowledge to be taught and affected the efficiency of their teaching. Second, with regard to blocking vs. path finding, elementary school teachers experienced a gap between the contents of practical arts and realities, and limitations in their teaching activities in terms of time and space. Third, with regard to skillfulness vs. fear, elementary school teachers’ interest and confidence in practical arts teaching were different according to whether they majored in practical arts.