학교 예술강사의 교직경험을 통한 정체성 형성과정

School Art Instructors Formation Process of Identity through Teaching Experiences: With a focus on art instructors in the field of dance

이 연구는 무용 예술강사들의 교직경험에서 발생되는 다양한 문제와 이를 극복하며 무용 교육자로 정체성을 확립하는 과정을 탐색한 연구이다. 문화예술교육의 중요성이 대두됨에 따라 학교에서 문화예술교육을 실천하는 무용 예술강사들의 교육활동은 문화예술교육의 성장과 발전에 매우 중요하다. 이 연구에서는 무용 예술강사의 교육활동 중 발생되는 다양한 문제, 이것을 대처하고 해결하며 무용 교육자로 자신의 모습을 찾으며 정체성을 확립하는 과정을 내러티브 연구방법을 적용하여 분석하 였다. 2016년 2월∼2017년 1월 까지 무용 예술강사를 시작한지 5년 이상 된 이들 총 7명을 선정하여 심층면담, 참여관찰, 연구수행 일지 및 기타자료를 수집하여 분석하였다. 무용 예술강사들은 전공을 살린 확장된 진로, 무용 교육자로 역량 개발을 기대 하며 무용 예술강사를 시작하였다. 그러나 존중받지 못하는 교육전문성, 수업 준비와 진행의 비협조, 교권확립 어려움, 직업 고충문제 미해결, 낮은 급여와 고용불안으로 교육활동에 어려움을 겪는다. 이후 무용 예술강사들은 교육활동의 어려움을 극복 하기 위해 동료 학습공동체 활동과 도움, 권리를 찾기 위한 노력, 전문성 확보, 교육 사명감을 형성하며 무용 교육자로 정체성을 확립하였다.

This study set out to investigate dance art instructors various problems happening as part of their teaching experiences and follow the process of their overcoming them and establishing their identity as dance educators. As the importance of culture and art education increases, the educational activities of dance art instructors that provide culture and art education in school are very important issues in the growth and development of culture and art education. By applying the narrative methodology, the investigator analyzed various problems happening in educational activities as part of educational experiences, the ways to deal with and resolve them, and the process of dance art instructors establishing themselves as dance educators. For analysis, data was collected from seven dance art instructors whose teaching career was five years or longer through an in-depth interview, participatory observation, research log, and other materials from February, 2016 to January, 2017. The dance art instructors began their teaching career as a dance art instructor, expecting to expand their career based on their specialization and develop their capabilities as a dance educator. They, however, experienced difficulties with their educational activities due to their educational professionalism that was not respected, lack of cooperation from others in lesson preparation and progress, difficulty with establishing their authority as teachers, occupational difficulties and problems that had not been solved, low salaries, and unstable employment. They then made efforts to overcome their difficulties with educational activities by soliciting help from the learning community of colleague teachers, working hard to earn their right, securing their professionalism, and developing a sense of duty for education, thus establishing their identity as dance educators.