교사의 지식획득 과정에 대한 질적 사례 연구

Abstract

This qualitative case study was carried out to examine the acquiring knowledge of teachers in the elementary school.The process of acquiring knowledge as shown in the study of cases assumed the characteristics of individualism, dependence on information technology-based media and inofficial patterns, unification, and superficial learning. Individualism is crucial for determining the flow of knowledge at school, and these individualistic characteristics were attributed chiefly to the isolation of teacher culture, and also to the ambiguity of school knowledge itself. The finding also disclosed a dependence on information technology-backed media. With recent school education geared towards information and information base of the whole society spreading, teachers considered information technologies to be the most common means of managing knowledge in their routine act of acquiring knowledge. They had difficulty acquiring knowledge at school and this was attributed to their superficial learning. Though school provides opportunities to learn, actual learning among school members did not occur well. Teachers thought that they were endeavoring to gain new knowledge, however, the finding indicated that learning among school members was much restricted due to formalism, ceremonialism, and lack of supporting systems.