도자공예 수업에 대한 초등학교 교사의 인식 연구

Abstract

in state-run elementary schools, ceramics lessons are generally conducted by homeroom teachers. For the standardization and qualitative enhancement of ceramics lessons, which rely heavily on the capabilities of the homeroom teachers, exploring their perceptions of ceramics education is crucial. This research aims to examine the methods elementary teachers use to implement ceramics lessons, detailing their experiences, the challenges they encounter, and the support they require. The research questions addressed include: How do elementary teachers integrate ceramics lessons with art textbooks, and what motivates their specific approaches? What challenges are encountered during the structuring of ceramics lessons? What kind of support is necessary for structuring these lessons? To investigate these questions, a frequency analysis was performed using SPSS 25.0 software, and chi-square tests were utilized to examine correlations among variables such as gender and teaching experience. The findings indicate that ceramics lessons occur fewer than four times per semester. Often, these sessions conclude at the stages of molding or decorating, without progressing to firing, typically under the guidance of teachers who lack specialized training in ceramics. Students have rated ceramics lessons positively, valuing the opportunity for individual expression. Teachers recognize the benefits of ceramics lessons in enhancing students’ observational skills, creativity, imagination, and cognitive abilities. Many teachers report difficulties in organizing ceramics lessons and stress the need for dedicated ceramics instructors and specialized training programs. This study highlights the perceptions of homeroom teachers who are responsible for ceramics lessons in elementary art education and identifies the urgent need for supportive measures.