earticle

영어

The purpose of this study was to explore elementary teachers' teaching experiences of Korean schools in China. To fulfill the purpose, 11 participants were selected those who had teaching experiences at least with 1 year in the schools. They were interviewed and the interview data was analyzed based on the ground theory methods; open, axial, and selective codings. Based on the open coding analysis, 120 concepts, 33 sub-concepts, 8 categories were appeared. With the axial coding, the paradigm model was suggested that casual conditions were 'better alternatives for being a teacher', 'new expectations in person', 'preparations to be selected'; core phenomenon was 'frustration to demonstrate their capability as educational professionals'; contextual conditions were 'the characteristics of the korean schools' and 'a lack of communication'; action/interaction strategies were 'building up credible relationships', 'being aware of values on compatriot education'; and results were 'growing up as a teacher with diverse experiences' and 'facing with reality'. The core category in the selective coding was 'a development' and the categories were characterized as the self-devotion, the one-step forward, and the pioneer. The research suggested for teachers and policy makers theoretical and practical directions toward the policy and teacher development.

한국어

본 연구는 초등교사의 재중한국학교 교직경험을 알아보고자 그곳에 근무한 경력이 1년 이상 되는 교사 11명을 대상으로 심층면담을 실시하고, 근거이론적 방법인 개방코딩, 축코딩, 선택코딩을 활용하여 분석하였다. 개방코딩 결과 120개의 개념, 33개의 하위 범주, 8개의 상위 범주를 도출하였고, 교직경험을 패러다임별로 구분하였다. 축코딩에서는 인과적 조건이 ‘교사로서 더 나은 대안’, ‘개인적인 새로운 기대’, ‘선발을 위한 준비’로, 중심 현상은 ‘교육전문가로서의 능력 발휘를 못함’으로 나타났다. 맥락적 조건은 ‘재중한국학교의 특징’, ‘소통의 부재’로, 작용/상호작용 전략은 ‘신뢰로운 관계 형성’, ‘재외교육에 대한 가치 인식’이고, 결과는 ‘다양한 경험을 갖춘 교사로 성장함’, ‘현실에 마주하기’로 분석되었다. 선택코딩을 통해 나타난 핵심 범주는 ‘성장’이었고, ‘자기몰두형’, ‘한걸음 도약형’, ‘선구자형’으로 유형화되었다. 결론에서는 재외교육기관의 나아갈 방향에 대한 이론적, 실천적 함의를 제시하고 후속연구를 위한 제언을 제시했다.