earticle

영어

The purpose of this study is analyze the meaning of the callings made by students to “teachers” in elementary school classrooms. Based on the results of this analysis, the meaning of the existence of elementary school homeroom teachers was discussed. For this study, the following two research questions were set up. First, why do students call teachers in elementary school classrooms? Second, the reason why students call teachers is how do they reveal the meaning of the homeroom teacher's existence in the elementary school classroom? The calling of a student to “teacher” analyzed in this study, as follows 1) This calling had a situational context, and there was only a type in this call situation, and there were no rules or patterns. 2). Therefore, responding to the student's call was consequently only possible by the homeroom teacher who shared and watched the same situation in same space. 3). The homeroom teacher who shared the same situation in the same space and was watching and watching was "the existence that should be here." 4). This calling was impromptu and occurred at any time, had no set time, and occurred at the time when the teacher was needed because he could not do it himself. 5). Teacher was the beings who had to be “here and now” for this call to take place. 6). The end of the calling situation was when something was gained through the teacher, and it was similar to the situation in which learning took place. 7). The situation in which the calling occurs is a situational context that can be replaced by a subject-related experience, here the homeroom teacher helped transmit the individual's experience to learning. Through this study, it was concluded that the homeroom teacher for elementary school students should be here and now, and that elementary school student education should be in the classroom system.

한국어

본 연구는 초등학교 교실에서 학생들이 ‘선생님’하는 부름의 의미를 분석하였다. 이 분석 결과를 바탕으로 초등학교 담임교사의 존재의미를 논의하였다. 분석한 학생의 ‘선생님’하는 부름은 다음과 같은 의미가 있었다. 첫째, 이 부름에는 상황적 맥락이 있었고, 이런 부름의 상황에는 유형이 있을 뿐 어떤 규칙 이나 패턴이 있는 것이 아니었다. 둘째, 그렇기에 학생들의 부름에 응하는 것은 결과적으로 같은 공간에 있어서 같은 상황을 공유하고 관망하고 있는 여기 늘 함께 있는 담임교사만이 가능한 일이었다. 셋째, 같은 공간에 있어서 같은 상황을 공유하고 관망하고 있는 담임교사는 ‘여기 있어야 하는 존재’였다. 넷째, 이 부름은 즉흥적이며 언제든지 일어나고 정해진 때가 없 었으며 지금 스스로 할 수 없기에 교사가 필요한 그 때에 발생했다. 다섯째, 교사는 이런 부 름이 일어나는 ‘지금 여기에’ 있어야만 하는 존재였다. 여섯째, 부름이라는 상황의 종료는 교 사를 통해 무언가 얻게 되는 때였고, 이는 배움이 일어나는 상황과 닮아있었다. 일곱째, 부름 이 일어나는 상황은 교과 관련 경험으로 대용 될 수 있는 상황적 맥락이며 여기서 담임교사 는 개개인의 경험을 배움으로 전이하게 돕는 존재였다.