earticle

영어

This study is to understand two new teachers' experience of guiding students' school life in an elementary school through a narrative inquiry. In the study two new teachers who were appointed as elementary school teachers in september, 2007 were selected and their experiences of guiding students in elementary school were studied for two years by two researchers. The research findings are as follows. After two years of guiding students in an elementary school, teacher Kim came to realized three things. First, a new teacher develops ability to guide students through reflecting students' response and his own guidance behaviors. Second, an elementary school teacher should be an expert of not only in teaching subjects but also in guiding students. Third, a new teacher appointed in September instead of in March would confront difficult situations in which students who are assigned with new teachers during the school year get confused and insist on not recognizing a newly appointed teacher as their own teacher. After two years of teaching in an elementary school, teacher Lee came to realized three things, too. First, a new teacher should know the relevant method of guiding students in order to avoid undergoing trial and error. Second, an elementary school teacher should develop the ability to guide students as an integral part of their job training. on their credential program. Third, as students who are assigned from the first day of school year are important and special to an elementary school teacher, a new teacher of elementary school should be appointed in March instead of in September so as for him/her to have their students from the first day of school year.

한국어

이 연구는 초등학교 초임교사가 ‘교사되기’의 길을 걷는 과정에서 어떤 생활지도 경험을 하는지, 이러한 경험을 통해 생활지도 능력은 어떻게 성장하는 지를 그들의 이야기를 통해 진솔하게 드러내어 보여줌으로써 학교 공동체 구성원들의 관심과 이해를 돕기 위한 것이다. 2007년 9월 1일자로 발령받은 초임교사 두 명에 대해 2009학년도 1학기까지 2년간에 걸친 내러티브적 탐구를 통해 두 초임교사의 생활지도 경험을 연구하였다. 초임교사로서 2년간의 생활지도 경험을 통해 김교사와 이교사가 깨달은 것 중에서 이 연구에서는 첫째, 초임교사의 생활지도 능력 신장 문제, 둘째, 초임교사의 이른바 ‘문제 학생’의 생활지도 문제, 셋째, 중간 발령 초임교사의 학급 담임으로서의 생활지도 문제에 대해 집중적으로 검토하였다. 이 연구에서는 첫째, 교사양성과정이나 임용 전후 연수를 통해 초임교사의 생활지도 능력을 길러주는 방안, 둘째, 연․월․주간 생활지도 계획을 수립하여 실천하고, 생활지도 활동 평가표에 따라 실시현황을 점검해 보도록 함으로써 생활지도의 효율성을 극대화하는 방안, 셋째, 중간 발령으로 인한 초임교사의 학생 생활지도 문제를 완화시키기 위하여 필요한 조치를 취하는 방안 등을 제안하였다.