earticle

영어

In this study, we examined elementary school teachers’ educational authority by analyzing conditions that they recognized their educational authority on the basis of educational authority experienced by elementary school teachers.
The study could see that elementary school teachers’ recognition on educational authority was started from the following three conditions. First, they recognized their educational authority in the condition that they promised with students and students kept the promise. Second, they recognized their educational authority when they taught and students learned, namely when they guided subjects, life and personality and students learned such matters. Third, when they believed students and students opened their mind to them, they recognized about their educational authority. Educational authority commonly called influence was defined as three meanings again. First, it signified that teachers had an effect on students through rules between teachers and students as an influence having an effect on daily life in their classrooms. Second, it signified that teachers had an effect on students with vocational excellence of a teacher separated from general peopleas a professional influence. Finally, it signified influence by intimate personal relations between teachers and students as influence in personal relations.

한국어

본 연구에서는 초등교사가 경험한 교육적 권위 경험을 토대로 초등교사들이 교육적 권위를 알아차리는 상황을 분석하여 초등교사의 교육적 권위의 원천을 탐색하였다. 본 연구 결과, 초등교사의 교육적 권위의 원천은 다음 세 가지 상황에서 시작되었음을 알 수 있었다.
첫째, 교사와 학생이 함께 약속하고 학생이 이를 지키는 상황에서 교사는 자신의 교육적 권위를 알아차리게 되었다. 둘째, 교사가 가르치고 학생은 배우는 상황 즉, 교사가 교과, 생활, 성 등을 지도하고 학생이 이를 배움으로 받아들일 때 교사는 자신의 교육적 권위를 인식하기 시작했다. 셋째, 교사가 학생을 믿어주어 학생이 교사에게 마음을 열고 다가갈 때 교사는 자신의 교육적 권위를 인식하고 있었다. 따라서 초등교사의 교육적 권위는 규칙에서 인되는 영향력, 전문성에서 확인되는 영향력, 인간관계에서 확인되는 영향력이라고 할 수 있다.