교사 연구자가 연구 과정에서 경험하는 ‘역할 갈등’분석

이은주(Lee Eun Joo) 한국교원교육학회 2018 한국교원교육연구 Vol.35 No.3

이 연구의 목적은 교사들이 연구 과정에서 경험한 교사 연구자의 ‘역할 갈등’을 분석하여 당사자들의 목소리를 통해 교사 연구의 실제를 이해하는 데 있다. 연구 결과는 ‘연구자’로서 교사 연구자의 어려움, ‘실천가’로서 교사 연구자의 어려움, 연구자와 실천가의 ‘역할 충돌’에 의한 갈등으로 나누어 3가지 주제를 통해 분석되었다. 첫째 연구의 맥락에서 교사들은 현실 적용이 어려운 연구 방식과 방법의 엄격성에 대한 회의를 느끼고 자기 연구와 자기 성찰의 한계를 경험하였다. 연구자로서 교사 연구자의 갈등은 교사의 변환적인 역할에 대한 가능성을 내포하기도 하지만 실천의 맥락에서 한계를 드러내며 그 원인은 교사가 교직으로부터 느끼는 현실적 만족의 부재 때문으로 나타났다. 둘째 실천의 맥락에서 교사들은 실천에 대한 높은 이상을 가졌으나 전문적 확신이 부족한 상태에서 실천의 불완전성을 호소하였다. 게다가 교사 연구의 범용적인 네트워크와 기록의 문화가 부재한 상황에서 교사들은 소통과 공유의 어려움을 경험하였다. 이러한 갈등은 이론과 실제의 통합적 관련성을 찾는 과정에서 전통적 연구관을 탈피하지 못한 데서 온 것으로 분석되었다. 셋째 연구자와 실천가의 역할 충돌에 의한 갈등이 나타났는데, 교사는 연구 과정에서 시공간 제약을 받고 이중 역할을 완수해야 한다는 부담감을 겪으며 소진과 번 아웃을 경험하였다. 또한 연구하는 교사에 대한 주변의 시선과 편견이 교사 연구자의 정체성에 고뇌와 갈등을 불러일으켰고, 교사들은 진로 전환에 대한 고민과 더불어 이중적인 역할을 조화시키는 데 한계를 경험하였다. The purpose of this study is to understand the reality of teacher research through the voices of the experienced individuals by analyzing the Role Conflict of teacher researchers. The results of the study are summarized as follows. The role conflict of teacher researchers experienced by teachers is divided into the difficulties of teacher researchers as Researcher , the difficulties of teacher researchers as Practitioner , the conflicts of Role Clash as a researcher and practitioner. First of all, the difficulties of teacher researchers as the Researcher are experienced in the context of the research. Teachers feel Skeptical about the Strictness of the Method which is difficult to apply for field texts and research methods and have raised doubts about whether the traditional research method is suitable for their research. In addition, teachers have difficulty in revealing the narrative and reflective experiences of practice as a self-study in the research in a genuine and active way and have experienced the limit of self-reflection through researches. Therefore, the role and perspective of teacher researcher as a Researcher guarantees the possibility of the transformative role of teacher researcher, but it also has limitations in the context of practice. The fundamental cause of this limitation is the lack of real satisfaction from the teaching profession and career. On the other hand, the difficulties of the teacher researchers as the Practitioner appeared in the context of practice. When teachers study their practice, they have a high ideology of practice and a lack of professional confidence and call for Incompleteness of Practice . Teachers were not able to pinpoint and inspect the sophisticated direction of curriculum design in terms of how effective or theoretically it was in practice. At this time, the research of the teacher was not a reflective praxis, but just a teaching action. In addition, teachers experience limitations of universal application due to Lack of Communication and Sharing in the absence of a general network of communication and documentation culture of practice through researches. Such difficulties as a practitioner and a researcher can be summarized as difficulties in finding an integrated relationship between theory and practice, and conflicts stemming from failure to move away from traditional researchers. Next, the researcher and the practitioner showed Conflict due to Role Clash . Teachers are constrained by temporal and spatial aspects and feel pressured and burdened to fulfill a dual role. They also feel physical and mental extreme fatigue and experience Burn Out . The images of teacher researchers are relatively negative or distorted in the field and such Prejudices against the Teacher Researcher have caused agony and conflict in their identity. In addition, they experienced the limitations of harmonizing the dual role by experiencing the related conflict on A Career Change .

인문,사회과학편 : 학교체육에서의 교사연구자: 반성과 성찰의 실천

최원준(WonJunChoi),김진희(JinHeeKim) 한국체육학회 2006 한국체육학회지 Vol.45 No.1

This paper describes some of major factors that influence real world of teacher researcher in school physical education. it's emergence into education to promote the "teacher as researcher" indicates the trend towards a far greater participation in all education sector, but also indicates the need for teachers and others to be educated to educated themselves. For this, six elementary teachers participated including myself. Using an action research methodology in which the researcher was also the teacher. Data were collected through teacher and student journals, open-ended questionnaires, and peer interviews. An important finding of this study is that teacher as researcher could be incorporated self-monitoring teacher by self-reflection, it can be used to the teacher who is to becoming extended professional in action. The prerequisites for action of teacher researchers are identified with the acceptance of I (subject), the understanding of whole contexts, and appropriate expressions and dialogues. Teacher researcher is one important way of developing reflective practice because it enables those involved to gain over their work and their voices in the action. Results suggest that teacher researcher encouraged significant factor of self and peer in action. Teachers can be researchers therefore any profession should continually think about practice and how it can be done better. Teachers should become more technically competent at what they do and more accountable in their action. The dilemmas in performing teacher researcher in practice and the researcher position on PE. dilemmas are discussed.

영어 교사연구자의 발전 및 발전 요인 탐구

안경자 한국영어학회 2022 영어학 Vol.22 No.-

This study aims to explore three elementary teacher-researchers’ development, specifically how they grew individually as teacher-researchers, in what aspects they developed, and what factors instigated their development. The three teacher-researchers with experiences in research were enrolled in the doctoral seminar that the researcher taught for a semester. The data included each participant’s pre- and post-surveys, reflection e-journal, final portfolio, final paper as well as the researcher’s field notes. Based on the narrative inquiry, the data were analyzed qualitatively using content analysis. The major findings are as follows: First, three teacher-researchers grew by interconnecting teaching and research and making efforts to overcome difficulties conducting research. Second, the teacher-researchers developed in terms of cognitive (teacher knowledge and beliefs), affective (teacher motivation and confidence), and metacognitive aspects (teacher reflection and plans). Third, the factors that influenced the teacher-researchers’ development included mediation by activities in the graduate seminar, integration between teaching and research as well as the teacher-researchers’ willingness and aspiration toward teaching and research. It was suggested that teacher education programs need to support teacher-researchers for their professional development more effectively. Further important implications regarding development for English teachers and English teacher-researchers were discussed.

교사 연구와 교사 연구자의 실제에 대한 교사 연구자의 인식

이은주 ( Lee Eun-joo ) 한국교육인류학회 2018 교육인류학연구 Vol.21 No.3

이 연구는 당사자들의 목소리와 경험을 바탕으로 교사 연구와 교사 연구자의 실제에 대한 교사 연구자들의 인식을 분석하였다. 연구 결과 첫째 연구 참여자들은 교사 연구의 실제에 대해 이론적 가정과 달리 여전히 연구와 실천 사이의 ‘모호한 경계’를 느끼며 기존의 연구관과 실천적 당위 사이에서 충돌과 통합을 경험하는 것으로 나타났다. 또한 연구 참여자들이 연구의 성격과 방식을 결정하는 데 있어서 교사가 가장 우선시하는 것은 연구가 자신에게 의무로 주어지느냐 혹은 선택의 문제인가에 관한 것이었다. 이처럼 교사들은 자신들의 연구 활동에 대해 ‘이중 잣대’를 적용하고 있었다. 둘째 연구 참여자들은 교사 연구자의 실제 역할에 대해 전통적인 관점에서 연구자와 실천가의 역할로 ‘인위적으로 구분’하여 인식하였다. 참여자들은 연구 과정에서 문제 해결과 대안에 집중하는 실천가와 본질적 양상에 대한 인식에 집중하는 연구자라는 이중 역할을 부여받으면서 역할 충돌과 갈등을 경험하였다. 그 과정에서 참여자들은 교사 연구자 역할로서 새로운 정체성을 가지고 다중적ㆍ변환적 관점을 취하며 연구를 수행하였다. 또한 지적 성장을 통한 내적 만족감, 전문성을 인정받기 위한 욕구와 같은 교사들의 ‘실존적 욕구’가 연구의 원동력으로 작용하였고 연구 전반에 많은 영향을 미쳤다. The purpose of this study is to understand the reality of teacher research and teacher-researcher through the voices of experienced individuals by analyzing the perception of teacher-researchers. The results of the study are summarized as follows: First, as a result of analyzing the research practice of teacher and perceptions of teacher research, teachers have found that there is an 'Ambiguous Boundary' between research and practice. Teachers also applied 'Double Standards' to their research while they recognized that the research was not only 'Obligatory' but 'Selective' as well. Second, as a result of analyzing the perceptions of teacher-researchers, teachers perceived to 'Artificially Distinguish' the role of teacher researcher as researcher and practitioner. In the context of practice, 'Practitioners' take the role of teacher-researcher and put more effort into creating alternative methods of the action and are more interested in technical reflection. On the other hand, in the context of research, 'Researchers' are more likely to focus on the awareness of essential aspects acting as teacher-researchers and are more interested in interpretative and critical reflection. When confronted with the role conflict, the teachers chose the 'Role Transition' strategy that fulfills the 'Dual Role' of the practitioner and the researcher as a 'Transformative Countermeasure' or performs only one role.

다문화대안학교에서의 교사봉사자 경험에 대한 자문화기술지

김효선,한진상 한국교원대학교 교육연구원 2012 敎員敎育 Vol.28 No.3

본 연구는 안산에 위치한 다문화 대안학교인 행복다문화학교에서 교사봉사자로서의 경험을 자문화기술지의 연구논리와 기법을 활용해 서술하였다. 교사봉사자로서 연구자의 솔직한 이야기를 통해 다문화교육기관 및 대안학교에서의 교사봉사자에 대한 이해를 넓히고, 미래 교사봉사자 및 예비교사들에게 도움을 주고자 하였다. 연구자는 5년 동안의 교사봉사자로서의 경험을 통해 다양한 변화를 체험 하였다. 연구자는 이러한 경험을 외적관계의 변화와 내적심경의 변화 속에서의 경험들로 구분하여 기술하였다. 학생들과의 관계에서 교사봉사자의 역할만을 준비하고 기대하였던 연구자는 상담가, 번역가, 댄스강사 등의 정체성을 가지게 되었다. 교사와의 관계 경험에 있어서도 파트타임 교사로서의 소외감과 거리감을 느끼던 관계에서 한 식구라는 관계의 변화를 느끼며 서로의 속마음까지 공감을 하게 되는 경험을 하게 되었다. 또한, 교사봉사자로서의 오랜 경험은 다문화교육에 대한 연구자의 편견을 점점 약화시켰고, 연구자 스스로 다문화인이 되었음을 느끼게 되었다. 이러한 경험을 바탕으로 미래 교사봉사자들과 예비교사들이 다문화교육의 현장에서 필요로 할 수 있는 실제적인 조언을 하였다. The objective of this study was to understand experiences of a Volunteer-Teacher at a Multicultural Alternative school. Through this study, the researcher aimed to suggest ideas to help Volunteer-Teacher as researchers of the future. Autoethnography was chosen as the research method for answering the research questions empirically. Researcher as a Multicultural Volunteer-Teacher had diverse experiences. A teacher-researcher experienced inner and external changes. A researcher had taken a role as a teacher but had to have diverse roles. A researcher had to become a teacher, a translator, a counselor, a dancer, a friend and so on. A researcher felt that other teacher at school manner was cold and distant at first. However, that was a misunderstanding. A researcher felt sympathy with her. Through experiences of a Multicultural Volunteer-Teacher, a researcher got over prejudice and felt to become a multiculturalist.

교사 연구자의 역할 갈등에 대한 대응 및 시너지 효과 분석

이은주 한국교원교육학회 2018 한국교원교육연구 Vol.35 No.4

The purpose of this study is to understand the reality of teacher research through the voices of the experienced individuals by analyzing the 'the Response and Synergy Effect to Role Conflict' of teacher researchers experienced by teachers. The research problems set for this are as follows. What are the response and plan to overcome the conflicts as being teacher researcher experienced by teachers? What are the synergy effect to overcome the conflicts as being teacher researcher experienced by teachers? The results of the study are summarized as follows. First, teacher researcher's responses to the conflicts of the teacher researchers were analyzed as 'Prioritization of Roles' and 'Transformational Responses'. Initially, when teachers experienced role conflict, they prioritized public service and their class, and then responded to conflicts by borrowing existing research methods. Next, when confronted with the role conflict, the teachers chose the 'Role Transition' strategy that fulfills the 'Dual Role' of the practitioner and the researcher as a 'Transformational Countermeasure' or performs only one role. In addition, when faced with a role conflict that is difficult to overcome at the individual level, teachers have developed 'Collective Intelligence' to overcome conflicts in a collaborative way. Second, Teacher researcher experienced 'Synergy Effect' as well as the conflict by role clash between researcher and practitioner. The teacher tried to do 'Public Criticism and documentation' through reflection and empirical writing by conducting researches, and the teacher learned the importance of documentation. Participants became to have a researcher's point of view reinterpreted the field and gained 'An Insight into the Field of Education' by identifying the essential aspects. In the context of practitioners, teachers capture microscopic movements in the field with the micro lens, while simultaneously forming 'Local Knowledge' by looking at the phenomenon of education more broadly and diverse through the macro lens in the context of researchers. At the same time, teachers have experienced 'Self-growth' and 'Social Influence' through formal research activities and social participation. Through the research, they play the transformative role by having formed other ideology and experiencing the 'Educational Meeting' in community. 이 연구는 교사 연구자들이 역할 갈등에 어떻게 대응하고 극복하는지에 대해 분석하고, 그 과정에서 경험하는 시너지 효과에 대해 논의하고자 한다. 먼저 교사 연구자들이 역할 갈등에 직면하였을 때 대응 및 극복 양상은 다음과 같다. 첫째 역할의 우선순위를 결정하고 공무와 수업을 우선적으로 다루고, 그 다음으로 기존의 연구 방법을 차용하는 방식으로 갈등에 대응하였다. 둘째 교사 연구자들은 변환적인 정체성을 가지고 실천가와 연구자의 이중 역할을 완수하거나, 하나의 역할만 수행하는 역할 지위 전환의 전략을 택하였다. 또한 교사들은 개인 수준에서 해결하기 어려운 문제들은 공동체 안에서 협력적으로 반성하고, 집단 지성을 발휘하면서 갈등에 대응하였다. 다음으로 교사 연구자들이 역할 갈등에 대응하고 어려움을 극복하는 가운데, 긍정적인 측면에서 교사로서 동시에 연구자로서 성장하고 전문성이 향상되는 갈등의 시너지 효과가 나타났다. 교사 연구자들이 연구 과정에서 경험하는 시너지 효과는 다음과 같다. 첫째 연구 참여자들은 기록의 중요성을 깨닫고 공적 비판과 성찰을 시도하며, 둘째 현장의 미세한 움직임과 다각적이고 폭넓은 맥락을 동시에 재해석하며, 현장을 바라보는 통찰을 얻고 국지적 지식을 형성하였다. 셋째 연구 참여자들은 교사라는 직분으로 동시에 기존의 연구세계에서도 연구자로서 정체성을 가지고, 공식적인 연구 활동에 참여하면서 새로운 사회적 영향력을 발휘하게 되었다. 넷째 연구를 통해 이전과는 다른 연구 공동체에서 집단 지성과 교육적 만남을 경험하면서 변환적인 역할을 수행하게 되었다.

한 교사 연구자의 변환적인 역할과 관점에 대한 자문화기술지

이동성 ( Dong Sung Lee ) 한국교육인류학회 2011 교육인류학연구 Vol.14 No.2

이 글은 현장교사에서 교육연구자로 되어가는 연구 여정에서 저자가 직접적으로 체험한 교사 연구자로서의 변환적인 역할과 관점을 자기연구의 하나인 자문화기술지를 통하여 이야기하였다. 나는 자신의 목소리와 자기반성, 그리고 반영성에 기초한 개인적 이야기를 통해 교사 연구자의 역할과 관점을 논의함으로써 교사 연구를 활성화하기 위한 교육적 통찰을 제공하고자 하였다. 이 글은 교육이론과 교육실천 사이에서 형성된 교사 연구자의 변환적인 역할과 관점을 세 가지의 은유로 이야기를 하였다. 첫째, 실천가로서의 교사 연구자는 교육이론과 교육실천의 관계를 마치 만날 수 없는 ‘평행선’으로 비유하였다. 둘째, 연구자로서의 교사는 교육이론과 교육실천이 만나는 ‘합류점’으로 비유할 수 있었다. 그러나 연구자로서의 교사는 이중적인 역할과 관점을 조화시키는 과정에서 한계를 경험하였다. 셋째, 교사로서의 연구자는 교육이론과 교육실천이 특정한 시공간적, 사회문화적 그리드에서 교차적으로 구성되는 ‘교차점’으로 비유할 수 있었다. 현장교사의 실제적인 교수기술의 향상은 수많은 교수경험에 기초한 반성적이고 국지적인 이론화 작업을 통해서 가능하다. 따라서 교사 연구자는 자신의 실천 속에서 이론화 작업을 시도하는 국지적인 이론가(local theorist)로 거듭나야 한다. This paper describes the transformative roles and perspectives of a teacher-researcher who had experienced a research journey from a school teacher to an education researcher through autoethnography, which is a form of self-study. The aim of this paper was to suggest educational insight for facilitating teacher research by my personal narrative, which was based on voice, self-reflection, and reflexivity. This study expressed transformative roles and perspectives that were derived from educational theory and educational praxis of a teacher-researcher through three metaphoric concepts such as ``parallel``, ``the confluence``, and ``intersecting point``. First, teacher researcher as practitioner represented estrangement of educational theory and praxis as a disparate ``parallel``. Second, teacher as researcher was ``the confluence`` of theoretical river and practical river. But teacher as researcher didn``t harmonize identity and role of school teacher and identity and role of researcher. Third, researcher as teacher was ``intersecting point`` that educational theories and praxes overlapping in the spatial-temporal and sociocultural grid. The improvement of practical teaching skill of a school teacher is rooted in personal and local theorizing in pedagogical practices of everyday life. Therefore, teacher-researcher should be a local theorist who try to theorize on his/her practice.

“I am coming out of my research shell ...”: Exploring Iranian University English Teachers’ Research Engagement through Activity Theory

Fatemeh Asadnia,Mahmood Reza Atai,Mohammad Nabi Karimi 아시아테플 2022 The Journal of Asia TEFL Vol.19 No.2

Although university English teachers’ professional growth hinges upon active research engagement, they could not individually follow a one-size-fits-all approach to turn into teacher researchers. In this study, through the lens of activity system, we explored how university English teachers could be empowered to mediate their research engagement by reliance on socially enhanced research tools, research community norms, and research scaffolding trends. Thirty Iranian university English teachers (twenty-seven PhD candidates and three PhD graduates) participated in this study. To collect the data, we used semi-structured interviews, reflective journals, and online discussion forums. The findings demonstrated that Iranian university English teachers’ research engagement is mediated by research mindset, research interest, and research toolkit. Furthermore, research apprenticeship and academic promotion are the two research norms that university English teachers support. In the research engagement system, research networks and research teams promote the teachers’ collective research literacy. The results further showed that to socially mediate the university English teachers' research engagement, research educators are expected to systematically guide the teachers’ research practices, research materials developers need to curate and produce teacher-friendly research materials, and academic researchers should authorize the teachers to get socialized into teachers’ research communities.

한국어 교사 교육 관련 연구 동향 분석

이정희 ( Jung Hee Lee ) 이중언어학회 2011 이중언어학 Vol.47 No.-

Teacher education related research in Korean language education lacks not only quantity but also the length and duration of research compared to other researched areas. Once the Fundamental Law on the Korean language enacted in 2005 clarified Korean language teacher qualifications and requirements, demand for teacher education related research increased. Also, as Korean language education establishing itself among the fields of academic research becomes visible discussion over teacher education becomes ever so critical. This study surveyed 87 published papers related to Korean language teacher education and teacher-focused research works and analyzed their types and characteristics. By their types, research shows a total of only 69 published papers; of the total there were 0 doctoral dissertations, 23 graduate theses and 46 articles published as part of academic journals. Just in numbers alone, it is insufficient. When divided according to research topics-1) teacher`s qualification; 2) teacher education development program; 3) teacher policies; 4) etc. -it was mainly teacher education program trends, analysis and proposals that made up the bulk of published research and hardly any research was found related to teacher self-introspection. But recently more studies on ilT1p``Oving teaching methodology based on classroom observation have increased, suggesting a healthy direction for needed research. In research methods, likewise, many are breaking away from the traditional theory-based studies and are moving toward proof or evidence-based studies such as experiments, classroom observation and survey analyses type research. Moving and increasing toward research related to teacher education, classroom observation and teacher self-introspection will not only improve Korean language teaching and performance but ultimately will contribute toward at enhancing qualitative research in Korean language education policies.

국내 지리교사에 대한 연구 동향 분석

이동민 한국사회교과교육학회 2020 사회과교육연구 Vol.27 No.3

The purpose of this study is to analyze the current trend of academic research on geography teachers in South Korea. A geography teachers is one of the core actors of geography education because he or she designs and conducts geography teaching and instruction. This suggests the importance of academic research on the geography teacher professionalism and geography teacher education. This study adopted the method of semantic network analysis to conduct a systematic analysis of the research trends. A total of 73 research articles on geography teachers were published in South Korea, and 52 core concepts were drawn from titles, keywords, and abstracts of the articles. Most of the articles were research papers on secondary geography teachers, and academic research articles on primary teachers showed a minority pattern. The results showed that pre-service and inservice geography teachers’ learning, knowledge, and assessment of geography and professionalism were the themes of academic research on geography teachers in South Korea. On the other hand, the importance of research on geography teacher-researcher or practitioner research was marginal. The results of this study suggest meaningful implications for future studies on geography teachers. 본 연구는 국내 지리교사에 대한 학술연구의 최근 동향을 분석하는데 목표를 둔다. 지리교사는 지리 수업의 계획 및 실시 주체로, 지리교육적으로 중요한 의미와 위상을 지닌다. 이는 지리교사에 대한 학술연구의 중요성을 함의한다. 연구 동향의 체계적 분석을 위하여, 언어 네트워크 분석기법을 활용하였다. 분석결과, 지난 20년간 국내에서 지속적으로 간행되어온 73편의 지리교사에 대한 연구논문들의 제목, 핵심어, 초록으로부터 총 52개의 핵심개념들이 산출되었다. 연구논문들의 대부분은 중등 지리교사를 대상으로 하였으며, 초등교사를 대상으로 하는 연구의 비중은 낮았다. 그리고 현직 및 예비지리교사의 학습, 지식, 평가, 지리 교과에 대한 인식, 전문성 등이 지리교사에 대한 연구에서 중요한 주제로 다루어져 왔음을 확인할 수 있었다. 반면 오늘날 세계적으로 주목받고 있는 지리 교사–연구자 및 실행연구와 관련된 연구의 비중은 미미한 수준이었다. 연구결과는 향후 국내 지리교사에 대한 연구의 방향에 의미 있는 시사점을 제공하리라 기대된다.