초등교사가 생각하는 행위 주체성의 의미: 교사학습공동체 운영의 한 사례를 중심으로

노철현,정수현,김영화 부산교육대학교 미래교육원 2024 초등교육연구 Vol.39 No.3

The purpose of this study is to explore the meaning of agency as perceived by elementary school teachers through an example of teacher’s learning community and explore the theoretical and practical implications it provides. The results are as follows: Regarding learner agency, teachers tend to focus on content and perceive agency in terms of intellectual, affective, and ability aspects. Second, teachers tend to regard agency as both an educational purpose and means, and in particular, they tend to recognize agency as an important factor that increases the effectiveness of learners' educational activities. Third, teachers recognize that high agency is deeply related to emotional factors rather than intellectual factors such as literacy. Meanwhile, regarding the teacher's co-agency, the teachers recognized that it included the teacher's own capacity as well as the capacity to develop the student's agency. Second, teachers tend to recognize the meaning of co-agency as two areas: ability and attitude. To develop these capabilities, prevent and resolve teacher burnout, school culture for operating a unique curriculum for each class, and active teacher research community activities and the development of diagnostic tools related to teacher identity were necessary. In light of the above, research on agency needs to identify the relationship between agency and emotion, and the correlation between agency and effectiveness of educational activities, and to prevent teacher burnout and create an active and voluntary learning community for teachers. It is believed that creating a teaching culture for activities is important.

변화의 주체로서 과학 교사의 행위주체성 탐색 -COVID-19에 따른 원격 수업 실행 사례를 중심으로-

이혜경 ( Hyekeoung Lee ),김희백 ( Heui-baik Kim ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.3

Teachers play a key role in designing a students’ learning experience. Teachers are asked to interpret the context in which they are located and to adjust their practice to fit circumstantial needs based on their teacher agency. In this study, we explore the emergence of teacher agency in distance learning caused by COVID-19 and we analyze factors shaping the teacher agency. For this purpose, we interviewed six secondary science teachers who practiced distance learning in 2020. Semi-constructed interviews and their artifacts were collected and analyzed. This study shows that teacher agency is captured when they respond to circumstantial change and modify their practice to achieve their professional purpose or adjust their practice in space for maneuvering or keep their practice consistent. This study also analyzes the factors that affect the emergence of teacher agency in two dimensions. One is individual and the other is contextual. In the individual dimension, educational values shaped by his/her experiences and short/long-term goals for the future support the emergence of teacher agency. In the contextual dimension, there are collaborative and flexible culture shared by the community, co-operation within the teacher community, and material support. On the other hand, in the individual dimension, the teachers’ sense of their role, and no reflection for own practice constrain the emergence of teacher agency, and in the contextual dimension, performativity discourse and strong requirement without guidance constrain the emergence of teacher agency. We suggest an effective lens for establishing a strategy that support teachers’ professional practice and the emergence of teacher agency.

교사 행위주체성(Teacher Agency) 성취를 위한 교사학습공동체의 대안적 접근

이창수 한국교원교육학회 2020 한국교원교육연구 Vol.37 No.3

The purpose of this study is to explore the teacher learning community as an alternative for achieving teacher agency. In addition, it is meaningful for teachers to understand what agency is and to sympathize with its necessity, to achieve agency through the teacher-learning community so that each teacher can grow as an educational subject. To this end, in this study, the concept was established through the ecological approach of teacher agency and theoretical exploration of the Korean teacher learning community, and then two teacher learning communities were selected as examples based on this concept. Data were collected and analyzed using document analysis and interview methods. According to the research results, in the ecological approach of teacher agency, teacher agency is a phenomenon that emerges through organic interactions between individuals and environmental contexts in the passage of time, and is achieved rather than owned by individuals. Agency can be complementarily achieved in the teacher learning community, and the teacher learning community can be an alternative approach for achieving teacher agency for three reasons. First, the teacher learning community is because its members jointly pursue the value of learning and sharing. Second, the teacher learning community expects high cooperation from its members, and practical cooperation is achieved. Third, the teacher learning community is because the experience of the community is practically applied to personal or teacher life so that you can understand the original self and self as a teacher. Finally, the necessity for empirical research was suggested based on this, along with establishing the concept of teacher agency and teacher learning community theory suitable for the Korean situation. 본 연구는 교사 행위주체성 성취를 위한 대안으로 교사학습공동체를 탐색하는데 목적이 있다. 더불어 교사로 하여금 행위주체성이 무엇인지 이해하고 그 필요성을 공감하게 하며, 교사학습공동체를 통해 행위주체성을 성취하여 교육주체로서 교사 개개인이 성장하도록 하는데 의의가 있다. 이를 위해 본 연구에서는 교사 행위주체성의 생태학적 접근과 우리나라 교사학습 공동체에 대한 이론적 탐색을 통해 개념을 정립한 후, 이에 기초하여 두 교사학습공동체를 사례로 선정하였다. 문서 분석과 면담의 방법을 이용하여 자료를 수집하고 분석하였다. 연구 결과에 따르면, 교사 행위주체성의 생태학적 접근에서 교사 행위주체성은 시간의 흐름 속에서 개인과 환경 맥락 간의 유기적 상호작용을 통해 출현하는 현상이며 개인이 소유하는 것이 아니라 성취하는 것으로, 이와 같은 교사 행위주체성은 교사학습공동체에서 보완적으로 성취될 수 있으며, 교사학습공동체는 세 가지 이유로 교사 행위주체성 성취를 위한 대안적 접근이 될 수 있다. 첫째, 교사학습공동체는 구성원들이 학습과 배움, 공유의 가치를 공동으로 추구하기 때문이다. 둘째, 교사학습공동체는 구성원들에게 높은 협력이 기대되고, 실제적 협력이 이루어지기 때문이다. 셋째, 교사학습공동체는 공동체의 경험이 개인적인 혹은 교사로서의 삶에 실천적으로 적용되어 본래의 자신과 교사로서의 자신을 이해하도록 하기 때문이다. 마지막으로 우리나라의 상황에 적합한 교사 행위주체성과 교사학습공동체 이론 개념 정립과 더불어 이를 바탕으로 경험적 연구에 대한 필요성을 제시하였다.

‘교사 행위주체성’에서 ‘교사-너머-행위성’으로

엄수정 한국교육과정학회 2024 교육과정연구 Vol.42 No.1

본 연구는 교사를 원자적 행위자로 상정하고 교사 행위주체성을 개념화하는 방식 자체에 문제를 제기한다. 교사의 행위주체성 논의에 있어 기본 단위에 대한 변화가 필요하다는 인식이 이 연구의 출발점이다. 본연구는 Karen Barad의 행위적 실재론을 이론적 틀로 삼아 ‘교사 행위주체성’을 대체하는 개념으로 ‘교사-너머-행위성’을 제시한다. Barad의 행위성 개념의 특징을 세 가지로 정리한 후, 그것을 토대로 구체적인 교육과정 실천 사례에서 행위성이 어떻게 나타나는지 분석한다. 관계적 역동으로서의 행위성, 교사의 의도 넘어존재하는 행위성, 공간-시간-물질화 가능성의 재구성으로서의 행위성 차원에서 해당 사례를 분석한다. 본 연구는 교사의 행위성을 이분법적이고 개체주의적이며 인간중심적인 방식을 넘어 개념화하기 위해서 ‘교사-너머-행위성’ 개념을 제안한다. 교사-너머-행위성이란, 교사를 포함한 여러 (비)인간 행위자들이 상호생성적인관계를 맺으며 만들어내는 역동 속에서 출현하는 것으로, 교육 현상에 있어 비연속적이고 비확정적인 변화의가능성을 바꾸는 개념이다. 교사-너머-행위성 개념은 교사 개인의 주체성에서 교사가 관계 맺는 수많은 (비) 인간 행위자들의 역동으로 초점을 이동시킨다. 본 연구는 변화에 대한 개인적 접근에서 관계적 접근으로의 이동이 어떠한 가능성을 열 수 있는지 논의한다. In this paper, I “trouble” the ways in which teacher agency is conceptualized under the assumption that teachers are bounded individual agents. I critique practices that consider individual teachers as focal units in understanding and conceptualizing teacher agency. Instead, I propose the new concept of “more-than-teacher agency” using the theoretical framework informed by Barad’s agential realism. First, I offer a brief introductory account of Barad’s agential realism and examine three aspects of her notion of agency. Then, I analyze a specific case of curricular and pedagogical practices based on Barad’s agential realist account of agency: a) agency as relational dynamics, b) agency as “more-than” teacher intention, and c) agency as re-configurings of possibilities of space-time-mattering. The proposed notion of “more-than-teacher agency” pertains to what emerges from the dynamics created by intra-actions of various more-than-human actors, including teachers, and how it reconfigures the possibilities of discontinuous and indeterminate changes in educational phenomena. This concept shifts focus from teacher subjectivity to the relational dynamics of numerous more-than-human agents. I discuss the possibilities this new concept could open up.

교사 행위주체성에 관한 체계적 문헌 조사와 지원 방안 탐색

김정윤 인하대학교 교육연구소 2019 교육문화연구 Vol.25 No.5

As teachers' active role in school change becomes more emphasized, new light is shed on their action and practices. Over the last twenty years, research regarding teacher agency has been emerging in various subfields of education, such as curriculum studies, education policy, literacy, and teacher education. In this context, the purpose of this systematic literature review is to discover the future direction of teacher education in a way that supports teachers' actions based on an understanding of teacher agency that has recently been brought to light. For this purpose, this systematic review, first of all, explores the concept of teacher agency by focusing on the assumption of various theoretical approaches. Each approach undergirds the following examination of empirical studies that is known to successfully support teacher agency, which investigates how teachers' active participation is facilitated. Building on the efforts to understand teacher agency, the teacher education field in Korea and ways to support teacher agency are explored. This research aims to change both teachers and the structure and context of educational practic 학교 변화와 관련하여 교사들의 역할이 강조되면서, 교사의 능동적인 행위와 실천이 주목받고 있다. 이에 따라지난 20여 년 간, 교사 교육 분야를 비롯하여, 교육과정, 교육정책, 언어교육 등 교육학의 각 분야에서 교사 행위주체성에관한 연구들이 대거 등장하였다. 본 연구는 최근 강조되고 있는 교사 행위주체성에 대한 다양한 이론적 접근의 가정에대한 이해를 바탕으로, 어떻게 교사의 능동적 행위를 지원할 수 있는지 교사 교육의 방향을 모색하고자 한다. 이를위해 먼저 교사 행위주체성에 대한 문헌을 조사하여 행위주체성 개념을 탐색하고, 서로 다른 이론적 가정 위에 교사행위주체성을 성공적으로 지원한 연구에서 교사의 능동적 행위가 어떻게 촉진될 수 있는지를 검토하였다. 나아가이와 같은 교사 행위주체성에 대한 이해에 기초하여 국내 교사 학습 및 학습공동체 분야의 지형을 헤아리고, 교사행위주체성을 지원하기 위한 방향을 탐색하였다. 이 글을 통해 교사 행위주체성에 대한 폭넓은 이해와 지원을 바탕으로교육 실천의 구조와 맥락이 변화되기를 기대하며 실천과 신념을 비판적으로 성찰할 수 있는 행위주체로서의 교사로 변화되기를 기대한다.

학교 중심 교육 개혁 맥락에서 교사의 실천 이해: ‘교사 행위주체성’ 개념을 중심으로

소경희 ( Kyunghee So ),최유리 ( Yuri Choi ) 한국교육과정학회 2018 교육과정연구 Vol.36 No.1

The purpose of this study is to understand in depth how teachers deal with the recent educational reform context where teachers are asked to become the agents of change, by exploring the concept of ‘teacher agency.’ The study reviews the conceptual meaning of teacher agency and explores how teacher agency is achieved and practiced. The result of this study indicates that teacher agency should be understood as not the ability one can possess but something that can be achieved in certain context, and thus not only teachers’ individual abilities but also structural and cultural conditions surrounding the teachers can affect achievement of their agency. Also, teacher agency should be understood to be achieved not only through actively following the nation’s calls for change, but also through resistance and silence against change. This study’s results imply that the concept of teacher agency can be a useful tool for understanding multifaced and complex aspects of teachers’ practices regarding educational reform. Teacher agency should receive attention and be discussed in curriculum research, and that contextual conditions and curriculum policy development in terms of improving achievement of teacher agency should be researched.

2022 개정 교육과정에 나타난 ‘주체성’의 재개념화 -파머의 자기이해 개념을 통한 접근-

안수진 한국교원대학교 교육연구원 2024 교원교육 Vol.40 No.4

Purpose: This study aims to reinterpret the concept of agency that appeared in the 2022 revised curriculum, and to clarify that teacher agency and student agency are compatible by identifying the relationship between teacher agency and student agency. Methods: In this study, subject analysis is conducted focusing on literature review in order to re-conceptualize the agency revealed in the 2022 revised curriculum and the OECD Education 2030 project. Accordingly, in the light of Palmer's educational philosophy, the concept and establishment requirements of agency are defined to explore the relationship between teacher agency and student agency. Results: As a result of this study, it was confirmed that agency was established from a holistic self-understanding. However, according to Palmer's educational philosophy, teachers' holistic self- understanding for the realization of teacher agency can have a positive effect on students' holistic self-understanding for the realization of student agency because teachers' self-understanding is closely related to students' self-understanding through educational situations. Conclusion: Accordingly, it is suggested as the conclusion of this study that teacher agency and student agency are not a relationship that avoids each other, but rather can increase student agency through teacher agency.

초등교사의 행위주체성에 따른 ‘좋은 교사’ 이미지 탐구

이지은,김현욱 초등교육학회 2023 初等敎育學硏究 Vol.30 No.2

[연구목적] 본 연구는 초등교사의 행위주체성 수준과 그에 따라 형성한 ‘좋은 교사’ 이미지를 분석하여 교사들이 긍정적인 정체성과 교사상을 형성하기 위한 방안을 모색하고자 하였다. [연구방법] 이를 위해 선행연구를 고찰하였으며 설문조사를 통해 교사의 행위주체성을 측정하 고 ‘좋은 교사’ 이미지에 대한 기술 자료를 수집하였다. 자료는 SPSS 25.0 프로그 램과 오렌지3 머신러닝 프로그램을 활용하여 분석하였다. [연구결과] 주요 연구결과는 첫째, 교사의 성별, 연령 및 경력, 선호 학년에 따라 행위주체성 에 차이가 나타났다. 둘째, 교사들은 ‘좋은 교사’의 이미지를 주로 교사의 수업, 문 제상황에 대한 적절한 대응, 타인과의 관계, 직업의식이라는 네 범주로 바라보고 있었으며 행위주체성에 따라 ‘교육과정을 다양하게 연구하는 교사-계획에 따라 성 실히 수업하는 교사’, ‘문제상황을 탐구하는 교사-문제상황에 동요하지 않는 교사’, ‘교육 공동체와 적극적으로 소통하는 교사-교육 공동체의 목소리를 수용하는 교사’, ‘내적 기준에 따라 직무를 수행하는 교사-외적 기준에 따라 직무를 수행하는 교사’ 로 ‘좋은 교사’의 이미지를 다르게 지각하고 있는 것으로 나타났다. [결 론] 이상의 결론을 종합해보면, 결국 교사들이 보다 실천적이고 적극적인 자신의 ‘좋은 교사’ 이미지를 형성할 수 있도록 교사가 행위주체성을 발휘하기 위한 차원들에 관 심을 기울여야 한다. 실천적 측면에서 교사들이 구성하고 있는 다양하고 구체적인 ‘좋은 교사’ 이미지를 바탕으로 교사의 시선에서 출발한 교사의 이상상에 관심을 기 울이고 인간적인 존재로 대우하며 원만한 관계에서 소통하는 사회문화적 분위기 조 성이 요구된다. 연구적 측면에서 다양한 교사가 서로 실천적인 지식과 경험을 공유 하고 나눌 수 있는 소통의 장에 대한 지원과 관심이 필요하다. 제도적 측면에서 교 사 행위주체성 발휘에 제약이 되는 사회 구조적 차원의 제도, 법과 관련한 개선과 실효성 있는 시행 및 지속적인 관심이 필요할 것이다. This study sought to find out what level of their teacher agency level perceived by elementary school teachers themselves and to find ways for teachers to form positive identities and professional ideals by examining the difference in the image of “Good Teacher” according to the teacher agency level. This study is significant in that it has studied the image they think of themselves, unlike previous studies that have studied the expectations of teachers’ images or roles from the perspective of other people, not teachers such as parents or students. Currently, teachers and their authority are not respected in our society, and many teachers are experiencing emotional exhaustion, and thus, the fundamental purpose of this study is to find ways to support teachers by grasping the professional ideals that teachers actually form. The research problems set up to achieve the purpose of these studies are as follows. First, What are the characteristics of elementary school Teachers’ Agency? Second, What is the difference in the image of the ‘Good Teacher’ they form according to the Agency of elementary school teachers? Prior research and related literature were reviewed to solve the above research problems, and measures to measure variables were selected and revised and supplemented through consultation with professor and experts teacher in elementary education. A questionnaire was produced and a survey of elementary school teachers working across the country was conducted both online and offline from May 29 to June 16, 2023. There were 450 teachers who responded to the survey, and 417 of them were used for actual research, excluding 33 data that responded insincerely. The collected data was first preprocessed through the Excel program, then statistical analysis was performed using the SPSS 25.0 program, and text-mining analysis was performed to analyze images using the Orange 3 machine learning program. The research results obtained through the above research process are summarized as follows. First, there were differences in their own perception of Agency of elementary school teachers according to their gender, age, career, and their preferred grade. Specifically, it was found that male teachers perceived their agency level higher than female teachers. In addition, it was found that teachers with older age or experience perceived their agency level higher than teachers with younger age or experience. In addition, it was found that teachers who prefer lower grades perceive their agency level higher than teachers who prefer middle grades. Second, teachers were mainly looking at the image of “Good Teacher” based on four categories: “(1) teacher’s teaching”, “(2) appropriate response to problem situations”, “(3) relationships with others”, and “(3) job consciousness”. And specifically, each category was recognized differently as follows according to the difference in the level of their agency. It was found that the image was perceived differently as “(1) teacher who study the curriculum in various ways-teacher who faithfully teach according to plans”, “(2) teacher who explore problem situations-teacher who are unperturbed by problem situations”, “(3) teacher who actively communicate with the educational community-teacher who accepts the voice of the educational community”, “(4) teacher who perform their duties according to their internal standards-teacher who perform their duties according to given external standards”.

코로나 뉴노멀 시대의 과학교사 행위주체성 탐색 -COVID-19에 따른 원격 수업 2년 차 실행 사례를 중심으로-

이혜경 ( Hyekeoung Lee ),김희백 ( Heui-baik Kim ) 한국과학교육학회 2021 한국과학교육학회지 Vol.41 No.5

The COVID-19 pandemic has changed everything, even education. Last year when distance learning was introduced, science teachers faced many challenges to overcome. However, teachers adapted quickly, and in this year, it became the ‘new normal’. In this situation, teachers are likely to habitually repeat past practices, but the context of the second year of distance learning is changing constantly, and teachers are asked to interpret the problem occurring in a situation and to adjust their practice for solving the problem with their teacher agency. In this study, we explore the emergence of science teacher agency and factors shaping teacher agency in the second year of distance learning and we focus on teachers’ agentic practice that did not follow their past practice without reflection. For this purpose, we mainly analyze the semi-constructed interview of three science teachers. In the first year of distance learning, two teachers maintained their practice, not much different to face-to-face learning. However, one teacher reflected upon herself and started to recognize and solve her problems. Reflection for her practice can support this process. Another teacher changed her practice due to external suggestions, but it evolved her practice to fit the situation better, and her experience of last year helped her to adapt to the change. The other teacher who modified her practice to persist her professional purpose last year was consistently practicing in the second year and collaboration and autonomy can support her. This study shows the teachers’ dynamic change of agency and the emergence for the relational interaction between teacher and context.

교사 전문성과 교사 행위자성: 비에스타의 관점을 중심으로

서용석 한국초등교육학회 2025 초등교육연구 Vol.38 No.1

Biesta’s discourse on teachers centers on two concepts, which are teacher professionalism and teacher agency, and suggests a virtue-based approach to teacher education. In Biesta’s discourse, teacher professionalism is investigated through in/out phase and surface/depth phase, and is finally defined as professional judgement and virtue in the Aristotelian sense. Teacher agency is a concept which aims to illuminate teacher professionalism in terms of teacher’s contextual and temporal interaction with her environment. As a way to help teachers achieve enhanced agency and make a professional judgement, Biesta argues that teachers should have access to a robust professional discourse on teaching and education which invites teachers to the question of what education is for. It is by engaging with this fundamental question of education that they become not just technical-competent teachers but good teachers. Biesta’s discourse on teachers finds its philosophical basis in the anti-metaphysical combination of Aristotle’s ethics and Dewey’s pragmatism, and thus what Biesta means by a robust professional discourse on teaching and education is likely to be narrowly conceived such that some excellent metaphysical theories and research on education are regrettably marginalized in teacher education. Biesta’s discourse on teachers contains some significant implications for the current culture of education and these can be enriched when it is reconstructed towards a more refined philosophical orientation. 비에스타의 교사론은 교사 전문성과 교육 행위자성을 핵심 개념으로 삼고 있으며, 전체적으로 교사교육에 대한 덕기반 접근을 나타내고 있다. 비에스타의 교사론에서 교사 전문성은 교사의 안과 밖, 교사 존재의 표면과 심층이라는 두 국면에 걸쳐 논의되며 최종적으로 교사의 판단 또는 덕으로 규정된다. 교사 행위자성은 교사 전문성을 교사와 환경의 상호작용 국면에서 조명하기 위한 개념으로서, 상호작용은 맥락과 시간이라는 두 축의 결합으로 분석된다. 비에스타는 교사가 고양된 행위자성을 획득하여 전문가적 판단을 발휘할 수 있도록 하기 위한 방안으로 교육에 대한 전문적 담론을 교사교육의 핵심적 내용으로 제시한다. 이 담론을 통하여 교사는 교육의 목적이 무엇인가를 묻고 그 물음에 대한 대답을 추구하도록 요구받으며, 그 과정에서 기능적이고 역량있는 교사를 넘어 훌륭한 교사로 나아갈 수 있다. 비에스타의 교사론은 아리스토텔레스 윤리학과 프래그머티즘이 보여주는 탈형이상학적 삶의 지향을 철학적 기초로 삼고 있으며, 이러한 철학적 특징으로 인하여 비에스타가 제안하는 전문적 담론은 교육에 관한 탁월한 이론들이 배제된 좁은 것으로 설정될 가능성이 있다. 비에스타의 교사론은 교육에 대한 관심이 효과성과 효율성에 과도하게 집중되고 교사 정체성이 위기를 맞고 있는 오늘날 중요한 의미를 가지며, 인간적 세계와 초월적 세계라는 이원론을 넘어 삶과 교육을 총체적으로 바라보는 관점으로 재해석될 때 그 의미가 더 풍부해질 수 있다.