체육교사 사회화 문헌연구: 교사 사회화 개념을 중심으로

김병혁(Kim, Byung-Hyuk),이양출(Lee, Yang-Chool) 한국체육과학회 2018 한국체육과학회지 Vol.27 No.4

The purpose of this study is to inquire the main concepts related to teacher socialization and explore implications for the field of socialization research in Korean physical education teachers through a systematic review of domestic and international literature on socialization of physical education teachers. The main concepts related to teacher socialization were the theoretical view of teacher socialization, the stage of teacher socialization, and the factors of teacher socialization. A total of 13 domestic and international empirical studies on socialization of physical education teachers were selected and systematic literature review was conducted based on three main concepts related to teacher socialization. As a result of reviewing major research on socialization of physical education teachers, the research mainly focused on interpretive perspective, early life stages of teaching, and situational factors were conducted. In order to develop the socialization research of Korean physical education teacher, it is necessary to carry out research reflecting the critical perspective, various stages of teacher socialization, and teacher socialization factors.

중등 특수학급 교사의 교직사회화 과정분석

최월순,김한별 한국교원대학교 교육연구원 2011 敎員敎育 Vol.27 No.3

The occupational socialization of school teachers has been an intriguing issue in the field of teacher education. Although there have been a good number of study on the issue, few study about the occupational socialization of special class teachers have been found. Thus, the purpose of this study is to examine the socialization processes for teachers in secondary special classes. By adopting qualitative research design, eight special class teachers who have worked for 10-20 years were interviewed. Two sets of findings are revealed as a result of analysis: socialization strategies and factors affecting socialization process. In terms of the socialization strategies of these teachers, improving their own expertise as special class teachers, accommodating their expectation on special class students, and enhancing self-efficacy by spending on self-development are discovered as three primary strategies for the occupational socialization. Furthermore, in terms of factors affecting the occupational socialization process, three contextual factors such as the socially constructed meaning of 'disabled', perception of colleague teachers of their schools on disabled students and special classes, and their own perception on the special class of which they are in charge. Base on such findings, three issues should be addressed. school management group, particular principals should play important role in helping special class teachers' socialization. Moreover, the occupational process for special class teachers is affected by educational policy on public school system emphasizing competition, effectiveness, and performance. Yet, the structural condition that special class teachers are continuously marginalized prevent them from developing professional technical cultures for them. 본 연구는 특수학급 교사의 교직사회화 과정을 이해하기 위하여 이들이 어떤 사회화 전략을 사용하며, 이들의 사회화 과정에 영향을 미치는 요인은 무엇인지 탐구하는 것을 목적으로 한다. 이를 위해 특수학급 교사로서 경험을 가지고 있는 중등 특수학급 교사 8명에 대한 심층면접을 진행하였다. 특수학급 교사의 사회화전략으로는 전문성 확보하기, 특수학급 학생들에 대한 기대수준 조절하기, 자기 발전을 위한 활동하기 등의 세 가지가 발견되었다. 또한 이러한 사회화 전략을 이용한 사회화 과정에 있어서 ‘장애’에 대한 사회적 인식, ‘장애학생’, ‘특수학급’에 대한 학교 구성원들의 인식, 그리고 특수교사 자신의 인식수준이 개입하여 영향을 미치는 것으로 나타났다. 이러한 특수학급 교사의 교직사회화의 양상을 지원하기 위해서는 학교 관리자의 관심과 배려, 지나친 학력중심의 교육문화가 미치는 영향에 대한 성찰, 그리고 구조적으로 고립된 특수교사들의 교육 및 업무환경에 대한 지원이 필요함을 살펴볼 수 있다.

Teacher’s Expectations of Student Service Professionals’ Role

진혜경 한국학교사회복지학회 2009 학교사회복지 Vol.- No.16

There are three types of student service professionals in Korea: school social workers, community education experts, and professional counselling teachers(PCTs); thus, different types of professionals could be employed, depending on the project a school runs. Although PCTs should be qualified teachers, the other two professionals do not need to have a teacher certification, and most of them are social workers. The purpose of this study is to compare and analyze the expectations of teachers regarding school social workers and PCTs. The data was collected from 3 May to 10 June, 2008 and 400 questionnaires were provided to teachers in 11 schools located in Jeonnam Province. Three hundred and one teachers participated in the research and their role expectations were compared. The results showed that social workers in schools were expected to focus on linking community resources and community outreach, while the PCTs were expected to counsel students and provide crisis intervention. The teachers who have worked with social workers in schools valued the roles of social workers and PCTs more highly than teachers who have never worked with social workers. Therefore, working with social workers could have an impact on improving teachers’ perceptions of social workers and PCTs. Based on these findings, the author makes several suggestions for practice in this field: first, by focusing more on linkages between schools and community resources, school social workers could develop their professional identity differentiated from that of the PCTs. Second, the educational curricula of teachers and social workers should incorporate opportunities for them to work together. This will enable them to learn each other’s roles through collaboration and understand one another’s professional values. Finally, the roles of different professionals such as school social workers and counselors should be more specifically and formally defined.

예비유아교사의 사회적 지지와 대학생활 적응이 교사효능감에 미치는 영향

최인숙(In Sook Choi),박유미(You Mi Park) 한국산학기술학회 2019 한국산학기술학회논문지 Vol.20 No.7

본 연구의 목적은 예비유아교사의 사회적지지, 대학생활 적응과 교사 효능감의 수준과 관계를 분석하고 사회적지지 및 대학생활 적응이 교사 효능감에 미치는 영향에 대해 알아보고자 한다. 이를 위하여 본 연구에서는 전라북도와 충청북도에 소재하고 있는 3년제 유아교육과에 재학 중인 예비 유아교사 394명을 대상으로 설문 조사를 하였다. 본 연구에 사용 된 연구도구는 사회적지지 척도, 대학생활 적응 척도, 교사효능감 척도(STEBI)를 예비유아교사에게 맞게 수정, 보완하여 사용하였다. 본 연구의 결과를 분석하기 위하여 SPSS 22.0 프로그램을 이용하였으며, 빈도와 백분율, 평균과 표준편차, Pearson의 적률상관관계, 중다회귀분석을 통해 자료를 분석하였다. 연구결과 첫째, 예비유아교사의 사회적지지 및 대학생활 적응, 교사효능감은 모두 3점 이상으로 전체적으로 높게 나타났다. 둘째, 예비유아교사의 사회적지지 및 대학생활 적응, 교사효능감 간에는 정적인 상관관계가 있는 것으로 나타났다. 마지막으로 예비유아교사의 사회적지지 및 대학생활 적응이 교사효능감에 미치는 영향을 살펴 본 결과 모두 유의한 영향을 미치는 것으로 나타났다. This study examines the influence of pre-service early childhood teacher’s social support and adaptability to college life on teacher’s efficacy. The study subjects were 394 pre-service early childhood teachers. The instruments were Social Support Scale, Adaptability to College Life Scale and Teacher Efficacy Scale. The collected data were analyzed by using SPSS program. Frequency and percentage were used to determine the general background of the pre-service teachers. To examine social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, descriptive statistics analysis was conducted. To assess the relationship among social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, Pearson’s correlation analysis was carried out. To examine the effects and relative explanation of esocial support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, multiple regression analysis was conducted. From the study results, first, pre-service early childhood teachers had higher social support, adaptability to college life and teacher efficacy rates than average. Second, there was a positive correlation among social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers. Third, teacher efficacy of pre-service early childhood teachers was influenced by their social support, and adaptability to college life. The study results suggest that a teacher efficacy improvement program for pre-service early childhood teachers should be provided for ensuring their social support. The studyresults also emphasize the necessity of social support and adaptability to college life improvement program for pre-service early childhood teachers.

직장 내·외 사회적 지지와 보육교사의 심리적 소진 및 교사-영유아 상호작용 간의 관계

박남심(Nam-Shim Park),박보경(Bokyung Park),김미옥(Mee-Ok Kim) 한국보육지원학회 2021 한국보육지원학회지 Vol.17 No.6

Objective: This study examined the relationships among social support in the workplace, social support outside the workplace, child care teachers’ psychological burnout, and teacher-child interactions. Methods: The subjects of this study were 262 child care teachers and they responded to questionnaires on research variables. Data were analyzed using structural equation modeling. Results: First, social support outside the workplace had a direct effect on teacher-child interactions; that is, child care teachers, who perceived that they received a high level of social support outside the workplace, had high-quality interactions with children. Second, social support in the workplace had an indirect effect on teacher-child interactions through child care teachers’ psychological burnout. In other words, child care teachers, who perceived that they received a high level of social support in the workplace, experienced less psychological burnout, which led to high-quality interactions with children. Conclusion/Implications: This study confirmed that the paths in which social support in the workplace and social support outside the workplace influence teacher-child interactions were different. Although the pathways were different, the results of this study emphasize that both types of social support are important factors that promote teacher-child interactions.

초등 사회과 교사 정체성 형성 과정 연구

정혜정,남상준 한국사회교과교육학회 2012 사회과교육연구 Vol.19 No.4

Objective of this study is to understand the identity formation process and characteristics of a social studies teacher by recognizing that to grow as a social studies teacher is the process to create the identity of a social studies teacher. Formation process of social studies teacher? identity is to be represented through the panorama which is the execution of social studies class with the background of life. This means the identity of social studies teacher is formed through the interaction of opposing binominal elements which are personal self versus professional self and internal self versus society. Additionally, to become a social studies teacher in the context of the elementary school teacher was an inversion phenomenon of the category, which means elementary education was included in the categories of social studies education and was influenced by the teacher? psychological relationship, not by logical relationship. Especially the identity of social studies teacher had a deep relationship with the teachers’ emotions as the existence experiences of teachers’ independent composition and the questions about the existence, which were not given things and recognition of roles. Considering the above study results, to become a social studies teacher could be understood as the process to establish the identity of social studies teacher along with the knowledge and belief which are related with social studies education. And therefore, in order to become a social studies teacher, the experiences to find the meaning of life through social studies class are required with the process of continuously looking back themselves and asking who they are and what they are going for. 본 연구는 초등 사회과 교사로 성장하는 것은 초등 사회과 교사로서 정체성을 형성해 나가는 과정이라고 보고 사회과 교사의 정체성 형성 과정과 그 특징을 이해하는 데 그 목적이 있다. 사회과 교사 정체성 형성 과정은 삶을 배경으로 하여 사회과 수업 실천이라는 전경을 통해서 표상되는 것이었다. 이는 사회과 교사 정체성은 개인적 자아와 전문적 자아, 내적 자아와 사회라는 이항대립적인 요소들의 상호작용을 통해서 형성됨을 의미한다. 또한 초등교사의 맥락에서 사회과 교사가 된다는 것은 사회과 교육 안에 초등 교육이 포함되는 범주 역전의 현상이었으며 이것은 논리적 관계가 아닌 교사의 심리적 관계에 영향을 받은 것이었다. 특히, 사회과 교사 정체성은 주어진 것과 아는 것, 역할 인식이 아닌 교사가 주체적으로 구성하는 것이자 존재 물음에 대한 실존 경험으로서 교사 정서와 깊은 관련성을 가지고 있었다. 연구의 결과, 사회과 교사가 된다는 것은 사회과 교육과 관련된 지식과 신념을 가지는 것과 더불어 사회과 교사로서 정체성을 확고히 하는 과정으로 이해할 수 있었다. 따라서 초등 사회과 교사가 되는 것은 끊임없이 자신을 되돌아보고, 자신이 누구인지, 무엇을 향해 가는지 되묻는 과정이며, 사회과 수업을 통해서 존재의 의미를 찾는 경험이다.

특수교사와 일반교사가 지각한 사회적지지가 심리적 소진에 미치는 영향

박미화 한국지체.중복.건강장애교육학회 2016 지체.중복.건강장애연구 Vol.59 No.3

Purpose: The purposes of this paper were to identify the difference between the special education teacher’s and the general elementary school teacher’s social support and psychological burnout, to discuss the correlation among the key factors of both the social supports and the psychological burnout, and to determine the effect of the social support. Method: For this study, teachers from special education schools and general elementary schools that are located in Seoul or Gyungi-do area were surveyed. : A total of 238 surveys were collected and used for the statistical analysis. Results: The results were as follows: First, the general elementary school teachers perceived the social support more than the special education teachers did. Second, the more both the special education teachers and the general elementary school teachers perceived the social support from their colleagues, the lower their psychological burnouts were. The special education teachers’ lack of personal achievement was low level when the amount of the social support from their principals was high. On the other hand, the general elementary school teachers’ emotional exhaustion is at a low level when the amount of the social support from their colleagues is high. Third, the social support affected both the special education teachers’ and the general elementary school teachers’ psychological burnout. Conclusion: Specially, the special education teachers’ emotional exhaustion and dehumanization were influenced by the social support from their colleagues. Meanwhile, the general elementary school teachers’ psychological burnout, dehumanization, and lack of personal achievement were influenced by the support from their colleagues and principals. Ergo, it can be stated that the social support heavily influenced a teacher’s psychological burnout. 연구목적: 본 연구의 목적은 사회적 지지와 심리적 소진에 대한 특수교사와 초등교사 간의 차이를 밝히고, 사회적 지지와 심리적 소진의 하위요인들 간에 상관관계가 있는지를 보고, 사회적 지지의 영향력을 밝히고자 하였다. 연구방법: 이를 위해 서울과 경기지역의 특수학교와 초등학교 교사를 대상으로 설문조사를 하였으며, 최종 238부의 설문지를 통계 분석하였다. 연구결과: 연구결과는 다음과 같다. 첫째, 특수교사보다 일반교사가 사회적 지지정도를 높게 지각한다. 둘째, 특수교사와 일반교사는 동료교사의 사회적 지지가 높을수록 심리적 소진정도가 낮다. 특수교사는 교장의 사회적 지지가 높을수록 개인의 성취감 결여의 정도가 낮지만, 일반교사는 동료교사의 사회적 지지가 높을수록 정서적 고갈의 정도가 낮다. 셋째, 사회적 지지는 특수교사와 일반교사의 심리적 소진에 영향을 준다. 결론: 특히 특수교사의 정서적 고갈, 비인간화는 동료교사의 사회적 지지로부터 영향을 받으며, 일반교사의 심리적 소진, 비인간화, 개인적 성취감 결여는 동료교사와 교장의 사회적 지지로부터 영향을 받고, 정서적 고갈은 교장의 사회적 지지로부터 영향을 받는다. 즉, 교사들의 심리적 소진에 대한 사회적 지지의 영향력이 높음을 알 수 있다.

토론수업의 개념과 조건에 대한 중등 사회과 교사의 인식

오연주 한국사회과교육연구학회 2006 사회과교육 Vol.45 No.2

The Social Studies Teacher's Perception about Conception and Condition of Discussion Oh Yeun Ju Teacher in DongInCheon middle school In this paper investigated the social studies teachers' conception about discussion in classroom. In debating on teacher's practice and admission, the social studies teachers' conception needs be studied. It is investigated the conception of discussion and conditions on discussion. The middle school social studies teachers' conception was analyzed with the survey. Many teachers cognize discussion adiscussion as recitationand social studies teacher has unjustly convict conception of discussion. The teachers' cognition has shown more affirmative onefficacy of discussion', but more negative on 'possibility of learner participation' andpossibility of assessment in discussion'. The teacher group in admission and practice of discussion has shown more affirmative onpossibility of learner participation', 'possibility of assessment in discussion', and 'effectiveness of discussion'. The result of this study provide empirical evidence to successful conditions of discussion in social studies classroom. These are indispensable to success discussion in social studies classroom, the social studies teacher's clear conception about discussion,possibility of learner' participation' and 'possibility of assessment in discussion' andeffectiveness of discussion'. The practice and extension of discussion in the classroom is depend on social studies teacher's conception on affirmative efficacy, affirmative opinion learner, and possibility of assessment in discussion. 사회과에서 토론수업을 적극적으로 수용하기 위한 기초 연구로서, 사회과 교사의 토론수업 개념과 실현 조건에 대한 인식을 탐구하고자 하였다. 토론수업 운영 여부(실행성)와 토론수업의 확대 의향(수용성)을 달리하는 중등 사회과 교사들이 토론수업에 대하여 어떠한 인식을 갖는지를 분석하였다. 사회과 교사들은 토론수업의 실행성과 수용성의 특성과 관계없이 모호한 토론수업의 개념을 가지고 있었다. 토론수업 개념에 대한 교사의 인식 양상은 현재 이루어지고 있는 사회과 토론수업이나 외현적 토론수업의 확대가 토론수업의 본질적 함의를 실현하고 있다는 확신을 갖기 어렵게 한다. 사회과 교사들은 다른 요인에 비하여 토론 수업의 효과를 긍정적으로 인식하고 있으나 학습자들의 토론 참여 가능성과 평가 가능성에 대하여 부정적으로 인식하고 있었다. 실행성과 수용성에 따른 사회과 교사 집단 간에 토론수업의 효과성, 학습자 참여 가능성, 그리고 평가 가능성의 인식은 통계적으로 유의미한 차이가 있었다. 이러한 점에서, 학습자의 토론 참여의 가능성과 평가 가능성에 대한 회의와 불안이 토론수업의 장애로서의 기능할 수 있음을 시사한다.

Teaching as One Has Been Taught: The Impact of Teacher Socialization on the Implementation of English Curricular Reform

안경자 한국영어교육학회 2008 ENGLISH TEACHING(영어교육) Vol.63 No.3

This case study examines how an English teacher’s instructional practices were influenced by her own socialization and beliefs about L2 learning and teaching within the communicative language teaching (CLT) oriented curriculum in South Korea. In-depth interviews and classroom observations show that CLT was not successfully implemented in her classroom, primarily because her beliefs, resulting from schooling and workplace socialization, were incompatible with the basic principles of the curricular reform. In addition, institutional factors supported her continued use of traditional teaching practices. Ultimately, the instructional routines show that the teacher is socializing her students into her views about L2 learning and use. The findings suggest that for mandated curricular innovations to have an impact on teachers’ instructional practices, curricular reformers, teacher educators, and teachers themselves must expose institutional factors and teachers’ beliefs, and account for teachers’ and students’ normative ways of participating in schooling. In addition, this study underscores the need for teacher education programs and professional development activities that reorient teachers’ beliefs about L2 teaching and resocialize them into new ways of enacting the curriculum.

유아교사의 사회적 지지, 교사효능감 및 직무만족도의 관계에 관한 메타분석: 메타구조방정식 모형의 적용

정선영,조한익 한국교육심리학회 2024 교육심리연구 Vol.38 No.4

This study conducted a meta-analysis using a meta-structural equation model to examine the relationship between social support, teacher efficacy, and job satisfaction among early childhood teachers. We reviewed and analyzed 122 papers, including 80 dissertations and 42 journal articles, published domestically from 2000 to July 2024. The analysis showed that the relationship between social support and teacher efficacy among early childhood teachers had medium effect sizes (ES=.265 to .298). The effect sizes between social support and job satisfaction ranged from medium to high (ES=.358 to .531), while the relationship between teacher efficacy and job satisfaction varied from low to high effect sizes (ES=.219 to .456). Further examination of the meta-correlations between latent variables revealed positively high effect sizes among social support and teacher efficacy (ES=.500), teacher efficacy and job satisfaction (ES=.804), and social support and job satisfaction (ES=.746). The meta-structural relationships analysis indicated that social support positively affects both job satisfaction and teacher efficacy. Additionally, teacher efficacy positively affects job satisfaction and significantly mediates the relationship between social support and job satisfaction. Educational Impact and Implications : This study aimed to explore methods to increase job satisfaction among early childhood teachers by analyzing the meta-structural relationships between social support, teacher efficacy, and job satisfaction, and by identifying the mediating effect of teacher efficacy. The results show that teacher efficacy serves as a mediator. This suggests that for early childhood teachers to experience positive job outcomes and increase their job satisfaction, a comprehensive support strategy is necessary, including both social support and teacher efficacy.