내러티브 탐구를 통한 교수경험에 대한 성찰
Reflecting on Teaching Experiences through Narrative Inquiry
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본 연구의 목적은 각기 다른 세 가지 문화적 상황에서 가르쳤던 연구자들의 교수경험을 성찰함으로써, 그 경험이 새롭고 낯선 교수 상황에서 가르치고 있거나, 가르치게 될 교사와 교사교육자들에게 의미하는 바를 탐구하는 것이다. 이를 위해 우리는 먼저 낯선 상황에서 가르치며 혼란스럽고 불확실했던 우리의 교수경험에 대한 이야기를 공유하였다. 그리고 나서 그러한 혼란스러움과 불확실함에서 벗어나기 위해 우리가 교사로서 또는 교사교육자로서 추구했던 교수실천에 대한 이야기를 공유하였다. 교수 경험의 공유와 성찰적 대화를 통한 본 연구에서, 가르치며 배우는 일은 우리의 경험, 즉 우리의 교수를 향상시키는 것과 관련된 사고, 느낌, 행위가 포함된 경험을 통해 서서히 나타난다(Dewey, 1988)는 사실을 알게 되었다. 또한 본 연구를 통하여, 새로운 상황에서 가르치고 배우는 일과 우리의 경험에서 희망을 찾는 일은 성찰적으로 일어난다(Nunn, 2005)는 사실과 내러티브적으로 구현된 지식은 저절로 주어지는 것이 아니라 맥락 내에서의 경험과 그 경험에 대한 성찰을 통해 얻어질 수 있다(Huber, Steeves, Clandinin, & Huber, 2005)는 사실을 확인할 수 있었다.
Abstract
The purpose of this research was to reflect on our own teaching experiences in different contexts and to explore the meaning of those experiences for teachers and teacher educators who are and will be teaching in similar situations. First, we shared our feelings of uncertainty and ambiguity while we were teaching in foreign contexts and/or new institutional settings. And then, we shared some of the actions we took to bridge these difficult feelings. Sharing and reflecting upon our teaching stories, we learned through our experiences, those experiences which included thoughts and actions related to improving our teaching. These experiences compose our personal practical knowledge on those professional knowledge landscapes of which we are a part as students and/or as teachers. We realized that learning to teach in new settings and finding hope in our lived experiences occurred reflectively(Nunn, 2005). We also learned that narratively embodied knowledge cannot be given; it needs to be experienced in context(Huber, Steeves, Clandinin, & Huber, 2005).
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