교사 학습의 협력적 과정을 이해하기 위한 상황화된 담화 접근법과 분석 사례
Understanding the Collaborative Process of Teacher Learning: Situated Discourse Approach and Case Analysis
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이 연구에서는 사회문화적 관점에서 교사들이 전문적 담화를 통해 ‘가르치는 것을 학습’하는 과정을 이해하고자 하였다. 이를 위해, ‘사회적 상호작용학’ 접근법에 적합한 상황화된 담화 접근법을 제안하고 분석 사례를 통해 소그룹 활동에 참여한 교사들의 협력적 담화 과정을 이해하고자 하였다. 상황화된 담화 접근법으로서, 발화의 참여자틀, 화행 구조, 명제 구성의 역동적 관계를 조명하는 담화 모델과, 참여자들이 역할, 규칙을 수행하고 언어적 도구를 통해 활동 목표에 접근하여 ‘공동 생산 활동’에 기여하고 있음을 보여주는 활동 시스템 모델을 제안하였다. 이 도구를 통해 교사의 전문적 담화 생성 과정을 살펴봄으로서, 교사 개인의 변화에 초점을 두었던 교사전문성 연구를 확장하여 교사의 협력적 담화에서 언어의 사회문화적 중재 작용의 중요성과 담화 공동체의 교호작용을 조명하고 교사교육 프로그램에의 시사점을 살펴보았다.
Abstract
The purpose of this study was to understand how teachers learn to teach through teachers' professional talk within a sociocultural perspectives. Therefore, we proposed situated discourse approach based on interactional sociolinguistics and then analysed the case of teachers' collaborative learning processes in a small group using this approach. We proposed discourse model and activity system model as situated discourse approach. The result reveals that discourse model encompasses the dynamic interaction among participation framework, speech act structure, and proposition construction and that activity system model shows participant teachers' rules and roles to contribute to 'joint productive activity'. Thus, we suggest that study of teacher education program and teachers' professional development which have been focused on teachers' individual change needs to be expanded toward emphasizing the sociocultural mediational processes in teachers' professional talk.
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