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변화의 주체로서 과학 교사의 행위주체성 탐색-COVID-19에 따른 원격 수업 실행 사례를 중심으로-

Exploring Science Teacher Agency as Agent of Change: The Case of Distance Learning Practice Due to COVID-19

김희백|이혜경
한국과학교육학회 (The Korean Association for Science Education)|2021.06|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제41권 제3호|pp. 237-250

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행위주체성agency원격 수업distance learningteacher agency교사 행위주체성
주제분류교육학

초록

교사는 학생들의 학습 경험을 구성하는 주체이다. 따라서 교사 행위주체성을 바탕으로 맥락에 대하여 적극적으로 해석하고, 맥락에적절한 학습 환경을 조성하기 위해 노력해야 한다. 본 연구에서는COVID-19으로 인하여 실시된 원격 수업의 실행에서 어떠한 교사행위주체성이 발현되었는지 탐색하고, 이에 영향을 미친 요인을 분석하고자 하였다. 이를 위하여 6인의 중등학교 과학교사가 2020학년도에 수행한 원격 수업 실행을 대상으로 질적 사례 연구를 진행하였다. 연구 참여자와의 인터뷰, 연구 참여자가 실제 사용한 교육자료를 수집하고 이를 귀납적으로 분석하였다. 본 연구에서는 교사 행위주체성을 교사가 의도를 가지고 행동하는 것으로 개인이 가지고 있는 신념과 목표를 바탕으로 개인과 그가 속한 사회를 능동적으로 해석하고재구성하는 일련의 행위를 통하여 드러나는 것으로 보았다. 또한, 이는 교사가 위치한 맥락과의 관계적 상호작용을 통해 성취할 수 있는것으로 보았다. 연구 결과, 교사는 상황을 인식하고 능동적으로 대응하여 적극적으로 변화를 만들거나, 자신의 실행을 일관적으로 유지하였다. 교사 행위주체성의 발현은 원격 수업의 상황에서도 과거의 경험으로부터 형성한 가치 및 교육적 목표를 실천하기 위하여 적절한교수⋅학습 접근을 취하거나 필요한 기술을 학습할 때 촉진되었다. 또한, COVID-19 상황에서 차질없이 수업을 제공하려는 단기적인 목표 혹은 교사가 미래의 교육에 대해 가지고 있는 장기적인 목표를추구하는 과정에서 교사 행위주체성의 발현은 추진력을 얻었다. 또한,현재 교사가 위치한 맥락의 협력적이고 유연한 학교 문화, 교사들사이의 활발한 협력, 수업을 진행하는데 필요한 물질적인 지원은 교사 행위주체성의 발현을 지원하는 요소들이었다. 반면에, 대입을 위하여 학생의 성취를 강조하는 담론, 구체적인 실행과 관련한 지원의부재, 지식 전달자로서 교사의 역할에 대한 강조, 실행에 대한 성찰의부재는 교사 행위주체성 발현에 제약이 되었다. 본 연구는 실제 교육현장에서 어떠한 교사 행위주체성이 발현되며, 그때 영향을 미치는요인이 무엇인지 규명하였다. 이를 통하여 교사 행위주체성의 발현을통한 교사들의 주체적이고 전문적인 실행을 지원하는 데 유용한 시각을 제시하고자 한다.

Abstract

Teachers play a key role in designing a students’ learning experience. Teachers are asked to interpretthe context in which they are located and to adjust their practice to fit circumstantial needs based ontheir teacher agency. In this study, we explore the emergence of teacher agency in distance learningcaused by COVID-19 and we analyze factors shaping the teacher agency. For this purpose, we interviewedsix secondary science teachers who practiced distance learning in 2020. Semi-constructed interviews andtheir artifacts were collected and analyzed. This study shows that teacher agency is captured when theyrespond to circumstantial change and modify their practice to achieve their professional purpose or adjusttheir practice in space for maneuvering or keep their practice consistent. This study also analyzes thefactors that affect the emergence of teacher agency in two dimensions. One is individual and the otheris contextual. In the individual dimension, educational values shaped by his/her experiences andshort/long-term goals for the future support the emergence of teacher agency. In the contextual dimension,there are collaborative and flexible culture shared by the community, co-operation within the teachercommunity, and material support. On the other hand, in the individual dimension, the teachers’ senseof their role, and no reflection for own practice constrain the emergence of teacher agency, and in thecontextual dimension, performativity discourse and strong requirement without guidance constrain theemergence of teacher agency. We suggest an effective lens for establishing a strategy that support teachers’professional practice and the emergence of teacher agency.

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