초등학교 신규교사들의 도덕과 수업에 관한 현상학적 연구

Abstract

Elementary school moral instruction has important significance in terms of cultivating children into moral citizens as members of a democratic society, and hence, the role of teachers who teach moral instruction in the school field is important. The importance or teachers’ roles in moral instruction also applies to new teachers. However, new teachers are highly likely to experience difficulty in conducting moral instruction due to burdens including the low interest of students in the subject, school administrational work or organizational culture, relationships with the parents, and student guidance. Considering such a situation, researching the moral instruction experience of new teachers has important significance in order to effectively carry out moral instruction teaching and learning activities in the school field. The present study sets the research question of ‘what is the meaning of the experience experienced by new teachers in the process of conducting moral instruction in the educational field?’ and applies one of the representative qualitative research method - ‘the phenomenological qualitative research method’ - in order to explore the meaning of various experiences by new teachers during moral instruction in the school field.