earticle

영어

The purpose of this study was to examine the conflicts and second- grade classroom teacher experiences of this researcher from an auto- biographical perspective in an attempt to shed light on the experiences of an elementary second-grade classroom teacher. Studies of teacher's practical knowledge have mostly centered around academic education, and it's meant in this study to introspect this researcher's own experiences as a second-grade classroom teacher. A research question was posed:
What are the experiences of an elementary school second-grade classroom teacher?
Pinar's currere method was adopted, which was an autobiographical research method. To address the research question, a journal written by this researcher in the second grade of elementary school and photo materials were gathered, and records and photo materials about my life between 2003 and 2007 as a teacher in charge of upper graders and the first year of my career as a second-grade classroom teacher were collected. Besides, records, interview materials and photo materials about the second year of my career as a second-grade classroom teacher were gathered. All the collected data were transcribed and analyzed.
My experiences in the second grade of elementary school could boil down to two words: 'very interesting' and 'I want to have a favorable impression.' When I looked back on my elementary school second-grade days in the regressive stage of Pinar's currere method, it could be said that I had been cheerful all the time. When I looked back on my life as a teacher before taking charge of second graders, my practical knowledge could be categorized into three: 'making a strong expression in the first meeting,' 'starting with fixed rules,' and 'behaving in a charismatic manner before every student but being friendly to each student.' In the first year of my second-grade classroom teacher career, it's absolutely impossible to apply the practical knowledge in the classroom, and I fell into a dilemma. The extremely tough first-year experiences were described as follows: 'being outrageous,' 'so young children,' and 'being lethargic.' In the second year of my second-grade classroom teacher career, I gradually got over the difficulties, and the second-year experiences could boil down to three: 'one-on-one service,' 'casting away any expectations,' and 'treating children as VIPs.'
Overall, two conclusions were reached about the meaning of my second-grade classroom teacher experiences and my life as a second- grade classroom teacher:
First, experience and practical knowledge continued to change. The practical knowledge I acquired as an upper-grade teacher was abandoned when I was in charge of second graders, and then new practical knowledge was created. Second, teaching and learning took place at the same time. Before being in charge of second graders, I viewed teaching merely as one-way, but the experiences of taking charge of second graders as a classroom teacher made me realize that genuine teaching took place when there was interactive 'invitation' between teacher and students. This study allowed me to look back on my own life, to shed light on my life as a teacher and to determine what I should be like in the future.
While I proceeded with this study, I woke up to the necessity of more practical and diverse action research about teacher's practical knowledge. This study is expected to pave the way for more extensive research about the working knowledge that teachers have gained from their own experiences, and dynamic research efforts of this approach should be channeled into various fields of elementary education to step up the development of elementary education.

한국어

학교교육은 교과교육을 중심으로 이루어져 왔으며, 교사에게 있어 그 교과의 이론적 지식을 습득하고 숙지하는 것은 매우 중요한 일로 여겨져 왔다. 그러나 실제 교실 상황에서 교사들이 학생들을 가르치고 지도한다는 것은 교과의 단순히 이론적 지식을 적용하는 문제를 넘어선, 매우 다양하고 복잡한 과정이다. 교사는 복잡한 교실 상황에서 자신이 책이나 강의를 통해 쌓아온 이론적 지식을 그대로 적용하기 보다는, 지금 현재의 상황에 맞도록 구성된 자신만의 지식을 사용하게 된다. 즉, 그 지식은 교사 자신이 자신의 경험과 가치관, 교육관 등을 종합하여 재구성한 교사 자신의 실천적 지식(practical knowledge)이라고 할 수 있다. 본 연구는 교사로서의 연구자 자신이 당면했던 실천적 지식에 대한 갈등 문제에서 출발하여 초등학교 2학년 담임교사 경험을 자서전적 방법을 통해 성찰함으로써 초등학교 담임교사의 경험을 조명하고자 하였다. 연구는 Pinar의 자서전적 방법(currere)을 따라 진행되었으며, 연구 자 자신의 초등학교 2학년 시절의 일기장과 사진자료, 고학년 담임으로서, 2학년 담임교사로서 경험했던 교사로서의 삶에 대한 기록물과 사진자료, 인터뷰 자료 등이 연구자료로 활용되었다. 연구 결과, 연구자는 첫째, 경험과 교사의 실천적 지식이 변한다는 것을 알 수 있었다. 2학년 담임을 맡기 전, 고학년 담임으로서의 경험을 통해 쌓아온 실천적 지식들이 2학년 담임교사 경험을 통해 포기되었고, 2학년 담임교사 경험은 다시 새로운 실천적 지식을 구축하게 만들었다. 둘째, 가르침과 배움은 동시에 일어난다는 것이다. ‘가르침’이란 교사로부터 학생에게로 가는 일방향적인 것이 아니라, 교사와 학생간의 상호작용적인 현상이며, ‘함께하는’것임을 알 수 있었다.