수업 통제방식을 통해 본 교사문화

Abstract

This research has been intended to analyze the formation process of teaching culture at the level of middle school. As is well-known, a reformation drive doesn't guarantee any success unless it is performed with a full understanding of teaching culture. Unlike the previous studies on teaching culture, this study tried to get a micro level approach to its formation process through a close observation of teaching activities. For an in-depth, concrete understanding of teaching activities, about 7-week-long observations have been conducted at a middle school in Seoul. At the same time, in order to prevent data collection from being confined only to the teachers of Seoul area, structured interviews have been given to the 10 teachers from other areas. Based upon the data thus collected, teachers' daily teaching activities have been analyzed in detail, with a special focus on what kind of problems the teachers encounter in their activities. The results are like the following. In general, teachers had difficulties in getting students under control in class. For a more effective way of control, they provided a trouble maker with penalty marks for what he/she did; on the other hand, they also tried to get along well with all the students in class. Interestingly enough, some teachers tried various new ways of teaching. In doing this, however, they met with some trials and errors. This, in many cases, brought forth complaints from students and their parents, and a lack of understanding and support by administrators, so that some of the teachers tended to go back to the traditional ways of teaching, discarding their new trial. Based on the results mentioned so far, this paper finally suggested the needs for the workshop-based teacher training system and supporting system from inside and outside of schools.