생물다양성 수업의 사례를 통해 본 현직 초등교사의 행위주체성 탐색
Exploring In-Service Elementary School Teachers’ Agency through the Cases of Biodiversity Education
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This study explored elementary school teachers’ agentic practice and perception in biodiversity education. In a qualitative case study, we intentionally sampled research participants who were actively engaged in biodiversity education and conducted semi-structured, in-depth interviews with them to collect data. The interviews covered research participants’ teaching episodes on biodiversity, their perceptions of biodiversity education, and their history of educational practice. All interviews were recorded and transcribed for analysis. The data analysis included within-case and cross-case analyses. First, we inductively extracted keywords from the qualitative data and categorized them into groups related to the teachers’ practices and perceptions of biodiversity education. Then, we compared the results of the cases to one another. The findings revealed three agentic practices of biodiversity education: teachers’ agentic learning before the agentic teaching of biodiversity, biodiversity education focused on species diversity, and curriculum reorganization for better teaching. We also captured two common perceptions of teachers, which can be summarized as the importance of biodiversity education emphasizing experiences and species diversity and the need for integrated and continuous biodiversity education. This study contributes to our understanding of teachers’ agentic teaching practices and establishing the direction of biodiversity education in elementary schools.
Abstract
This study explored elementary school teachers’ agentic practice and perception in biodiversity education. In a qualitative case study, we intentionally sampled research participants who were actively engaged in biodiversity education and conducted semi-structured, in-depth interviews with them to collect data. The interviews covered research participants’ teaching episodes on biodiversity, their perceptions of biodiversity education, and their history of educational practice. All interviews were recorded and transcribed for analysis. The data analysis included within-case and cross-case analyses. First, we inductively extracted keywords from the qualitative data and categorized them into groups related to the teachers’ practices and perceptions of biodiversity education. Then, we compared the results of the cases to one another. The findings revealed three agentic practices of biodiversity education: teachers’ agentic learning before the agentic teaching of biodiversity, biodiversity education focused on species diversity, and curriculum reorganization for better teaching. We also captured two common perceptions of teachers, which can be summarized as the importance of biodiversity education emphasizing experiences and species diversity and the need for integrated and continuous biodiversity education. This study contributes to our understanding of teachers’ agentic teaching practices and establishing the direction of biodiversity education in elementary schools.
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