Earticle

초록

한국어

이 연구의 목적은 내러티브 탐구 방법을 이용하여 초등 교사의 실과 교수 경험이야기를 듣고 그 의미를 해석하는 데 있다. 연구 대상은 실과 교수 경험이 풍부한 초등 교사 다섯 명이다. 절차는 현상 확인하기, 참가자 선정하기, 이야기하기, 다시 이야기하기, 쓰기, 확인하기 순으로 진행되었다. 자료는 자서전적 진술문과 면담, 이메일을 통하여 수집되었다. 분석은 수집된 자료를 전사하고 범주화하는 과정을 통해 이루어졌다. 이 연구에서 나온 결과는 다음과 같다. 1) 초등 교사가 실과를 교수하는 과정에서 어떠한 경험을 하는가? A교사, D교사, E교사는 어릴 적 고향에서의 실과내용과 관련된 다양한 경험 덕분에 실과 교수에 어려움이 없었다. 교수 초기에는 실과에 관심이 없다가 대학원에서 실과를 전공하면서 특별한 관심을 갖게 되었다. 실과를 노작교육의 측면에서 다른 교과에 뒤떨어지지 않는 교과로 인식하고 있었다. B교사, C교사는 어릴 때 선생님에게서 배운 경험이 실과 교수에 영향을 미쳤다. 실습 위주의 수업을 해 왔으나 실과 교수를 어렵게 여기고 있었고 실과는 실생활에 필요한 것을 가르치는 과목 중의 하나로 인식하고 있었다. 2) 초등 교사의 실과 교수 경험은 어떤 의미가 있는가? 첫째, 실과를 교수함에 있어 주로 이전에 실천해 본 경험과 학습이 교수 지식의 원천을 이루며 수월성에도 영향을 미치는 것으로 나타났다. 둘째, 실과 교육내용에서 현실과의 괴리감을 경험하며 교수 활동에서 시․공간의 한계를 경험하는 것으로 나타났다. 셋째, 실과 전공 여부에 따라 실과 교수에 대한 관심과 자신감의 정도가 달라지는 것으로 나타났다.

영어

The objective of this study is to hear elementary school teachers’ experience in practical arts teaching and to interpret the meanings of the experiences using the narrative inquiry method. The subjects of this study were five elementary school teachers who had rich experience in practical arts teaching and had formed sufficient rapport with the present researcher. This study was conducted through Jeong Gwang‐soon’s six stages – observing phenomena, selecting participants, talking, talking again, writing, and confirming – that simplified Creswell’s seven stages. Data were collected from autobiographical statements, interviews and emails. Analysis was made through transcribing and categorizing collected data, and meanings were interpreted based on the results. The following summarized what elementary school teachers experienced while teaching practical arts and the results of semanticization based on the experiences. 1. What do elementary school teachers experience in the process of teaching practical arts? Teacher A, D and E had many experiences related to the contents of practical arts at his hometown during childhood, so he had little difficulty in teaching practical arts. He had not been particularly interested in practical arts at the beginning of his teaching career, but influenced by majoring in practical arts, he came to have a new idea of practical arts and participated in various activities related to practical arts including lectures and textbook development. Teacher B and C, their learning from a teacher during childhood became the model of their practical arts teaching. In the early days of their teaching career, they taught practical arts out of professionalism, and associated the contents of the textbook with their things in everyday life in their teaching. Their class emphasized practice, but it was difficult for them alone to teach functions to many children. They received that practical arts is one of subjects teaching what are necessarily in daily life. 2. What meanings does elementary school teachers’ experience in practical arts teaching have? First, with regard to experience vs. learning, elementary school teachers’ previous practical experience and learning became the source of their knowledge to be taught and affected the efficiency of their teaching. Second, with regard to blocking vs. path finding, elementary school teachers experienced a gap between the contents of practical arts and realities, and limitations in their teaching activities in terms of time and space. Third, with regard to skillfulness vs. fear, elementary school teachers’ interest and confidence in practical arts teaching were different according to whether they majored in practical arts..

목차

<요약>
 I. 서론
  1. 연구의 필요성
  2. 연구의 목적
 II. 연구 방법
  1. 연구 대상
  2. 국제 비교를 위한 분석 틀
 III. 실과 관련 교육과정의 국제 비교
  1. 실과 관련 교육과정의 교과 명칭
  2. 실과 관련 교육과정의 목적 및 목표
  3. 실과 관련 교육과정 내용 및 영역
 IV. 우리나라 실과교육의 발전 방향
  1. 실과 교과 명칭 변경
  2. 실과 교과 적용 학년
  3. 저학년 학생을 위한 실과 교과 적용 방안
 V. 결론 및 제언
  1. 제언
 참고문헌
 ABSTRACT

저자

• 문남희 [ Mun, Nam-Hee | 마전초등학교 ]
• 송현순 [ Song, Hyun-Soon | 경인교육대학교 ]

참고문헌