자발적인 교사연수 참여교사들의 교육적 지향과 실천 탐색

한학범 ( Han Hakbum ) 인하대학교 교육연구소 2020 교육문화연구 Vol.26 No.4

This study seeks to reflect on the experience of educational activities conducted by teachers who voluntarily participated in teacher training in a teachers' community. For this purpose, teachers who participated in teacher training based on the theme of Waldorf education were interviewed. This study does not explore the implications of teacher training centered on Waldorf education in relation to the orientation of Waldorf education. Rather, this study focused on reflecting on what practical conditions should be to continue as a teacher learning community, which is part of the growth of teacher expertise through the case of teacher training. The following three meanings were demonstrated by the experience cases of teachers who voluntarily participated in teacher training. First, the teachers who attempted the Waldorf education aimed and tried to practice classes that matched the development stage of the student. Teachers tried to practice the orientation of Waldorf education to properly consider the student development stage, but expressed concern about the tendency to focus on the method. Second, teachers participated in teacher training, which can be practiced in a routine manner, while forming an autonomous network by trying to form a parent group and a link meeting with other schools as well as a teacher learning community in the same grade. Conditions were provided for teachers to reflect on their educational activities more frequently on a daily basis than on a networked official level of teacher training. Third, teachers sought their own direction by intersecting the educational orientation of Waldorf education with practice in the actual classroom context while practicing Waldorf education. At this point, Waldorf education actually expanded through the practice and reflection of teachers. In order for teacher training to continue as a teacher learning community that operates in everyday educational contexts, there should be time and space for teachers to reflect on their mistakes while looking back on themselves and practicing trial and error together. While teachers should consider the classroom context in developing educational activities with their fellow teachers, it should be promoted to exercise teacher leadership in planning and jointly conducting field-based teacher training based on daily autonomy. Ensuring that these teacher leaderships are shared and expanded among fellow teachers will lead teachers to continue their inherent momentum to operate on a daily basis, reflecting the classroom context in the teacher learning community.

민주시민교육 인정교과서의 학생참여 방식 분석 : 인천광역시교육청 『시민과 사회정의』, 『시민과 사회참여』, 『학생자치와 사회참여』를 중심으로

한학범 ( Han Hakbum ) 인하대학교 교육연구소 2022 교육문화연구 Vol.28 No.3

To analyze the student participation method presented in the textbook recognized for democratic citizenship education, this study explored the content elements and participation methods. Implications for educational activities that guarantee students' social participation practice were explored by revealing the characteristics of the approach to dealing with the content elements of the recognized textbook. To understand the characteristics of the method of approaching students to the content elements of the recognized textbook, it was classified according to the three approaches of democratic citizenship education: a cognitive, a participatory, and a justice-oriented approach. The analysis revealed that textbooks for recognition of democratic citizenship education started from a cognitive approach and aimed to promote students' entry into social participation through a participatory approach. This orientation was designed to enable students' practice of social participation to lead to a more justice-oriented approach, enabling critical reflection on educational activity classes. These results suggest teachers should play a role as a facilitator to increase the proportion of social participation practice based on a participatory approach when implementing democratic citizenship education activities using recognized textbooks. Teachers are simultaneously required to have the ability to develop activities in which co-agency is exercised with students while students deal with the contents of democratic citizenship education while demonstrating student agency within social participation practice. To this end, there is a need for teacher support and teacher training programs that can enhance practical and inclusive capabilities so that student agency can be expanded to teacher-student co-agency in the democratic civic education setting.

초등학교 체육수업사례에서의 학생주도성 가능성 탐색

한학범 ( Han Hakbum ) 인하대학교 교육연구소 2024 교육문화연구 Vol.30 No.2

This study aims to explore the possibility of student agency by examining how a teacher intended and executed lessons in their physical education class. To do so, we described the teacher's implementation of the lesson from a contextual cognition perspective and examined students' participation in the lesson. Teacher A's lesson and the students' participation in it showed promise in two ways. First, Teacher A considered the national curriculum achievement standards and students' interests and developmental levels, but applied them to the classroom situation in coordination with the classroom context. Second, Teacher A attempted to increase the accessibility of students' initiative by incorporating students' interests into the classroom activities using various “movement” activities according to students' levels. Considering these findings, the researcher specifically captured and presented practical conditions that enhanced student initiative in Teacher A's physical education class. In addition, implications are drawn to increase the potential for student initiative in Teacher A's classroom.

담임교사가 교체된 6학년 2학기 학급운영 질적 사례연구

한학범 ( Han Hakbum ) 인하대학교 교육연구소 2024 교육문화연구 Vol.30 No.5

The purpose of this study is to analyze the practical knowledge revealed in Teacher A's teaching experience in the second semester as part of 6th grade classroom management and to present implications for the dimensions of teacher professionalism. The research focuses on Teacher A's experience of practices a 6th grade classroom and his students' participation. For this purpose, first, Teacher A's classroom management experience was presented from the perspective of auto ethnography. Second, the classroom management-related experiences that occurred between Teacher A and the students were described in terms of situated learning to objectify and reveal the situations as much as possible when presenting classroom management cases. The researcher came to understand the identity or the professionalism requested of elementary teachers in terms of the practical knowledge that Teacher A demonstrated through his classroom management practices in the following three ways. First, in the area of curriculum guidance, Teacher A maintained the responsibility for students' academic achievement as a homeroom teacher and the operation of the grade and class curriculum requested in classroom management. Second, in the area of life guidance, Teacher A maintained his expertise in mediating situations as a teacher, relying on the support of parents and mediating dilemmas in emotional relationships occurring at different developmental stages of the students. Third, in the category of ensuring student engagement, Teacher A guided students based on his own practical knowledge of students' transitional school life. This can be seen as a demonstration of relationship-based expertise based on his emotional connection with students as an elementary school teacher.