담임교사가 교체된 6학년 2학기 학급운영 질적 사례연구 = Qualitative Case Study of Classroom Operations in the Second Semester of 6th Grade Following Classroom Teacher Replacement

다국어 초록 (Multilingual Abstract)

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.