초등교사들의 창의성에 관한 미시담론 형성 과정 = Micro-Discourses on Creativity by Elementary School Teachers

다국어 초록 (Multilingual Abstract)

This study explored the process of micro-discourse formation about creativity of elementary school teachers. The study was conducted according to general qualitative research methods. Participants were five elementary teachers, naturally grouped through lectures, and research data were collected, analyzed, and interpreted in an open discussion about creativity. The results of the study firstly shed light on the social language of various sources implied in the “extraordinary creativity” that emerged from the teachers' early dialogue on creativity. Secondly, through the disconstructing of the “extraordinary creativity” perspective and pursuing the meaning of “everyday creativity,” Thirdly, we dealt with the process of micro-discourse formation that proceeds to rethink creativity education by dealing with the capture and interpretation of the expression of 'general creativity' in 'My Life'. In the discussion, the discourses of the participating teachers shifted from the macro to the micro perspectives of creativity. A series of discourses showed the teachers' discourse flow about opened questions of "what is creativity?" It also showed a process of generation of meaning that is interactively constructed about this question. This study shows that the formation of specific discourses by teachers is not a process of following a linear theory but of passing through a long flow of discourse intertwined with life. It also suggests that pedagogical practice should be approached with a long-term view that encompasses the formation of specific discourses.

국문 초록 (Abstract)

본 연구에서는 초등교사들의 창의성과 관련된 미시담론 형성 과정을 탐색하였다. 연구는 일반적인 질적 방법에 따라 이루어졌다. 연구 참여자는 강의를 통해 자연스럽게 형성된 다섯 명의 초등 교사들이었으며, 자료는 창의성에 관한 끝열린 토론에서 수집되고 분석 및 해석되었다. 연구 결과는, 첫째 창의성에 대한 교사들의 초기 발화인 ‘비범한 창의성’에 내포된 다양한 출처의 사회적 언어를 조명하는 것으로부터, 둘째 ‘비범한 창의성’ 관점의 해체와 ‘일상적 창의성’의 의미를 추구하는 것을 통과하고, 셋째 ‘나의 삶’에서 ‘일상적 창의성’ 발현의 포착과 해석을 다루며 창의성 교육을 재고하는 것으로 진행되는 미시담론 형성 과정을 다루었다. 토론 과정에서 참여교사들의 담화는 창의성에 대한 거시적 관점에서 미시적 관점으로 이동했으며, 일련의 담화 과정은 ‘창의성이란?’이라는 열린 질문에 대한 교사들의 발화 흐름과 상호행위적으로 구성되는 공동의 의미생성 과정을 보여주었다. 이 연구는 교사들의 특정 담론 형성이 선형적인 이론을 따라가는 과정이 아니고 삶과 복잡하게 얽힌 긴 담화의 흐름을 통과해야 하는 과정임을 보여주며, 교육적 실행은 특정 담론 형성을 포괄하는 장기적 안목으로 접근해야 함을 시사한다.

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