영재교사의 영재학급 운영경험에 대한 내러티브 연구

A Narrative Inquiry on the Management Experience of Gifted Teachers in the Gifted Class

본 연구의 목적은 단위학교 영재학급의 영재교사를 연구 대상자로 선정하여 이들의 영재학급에서의 삶(경험)을 깊이 있게 들여다보고 단위학교 영재학급의 운영경험과 그 의미를 명료화함으로써 현장의 살아있는 생생한 정보를 제공하고자 한다. 이 연구는 교사 2명의 연구 참여자들에 대한 내러티브를 통해 영재학급 운영의 경험에 대해 심층적으로 이해하고 그 경험에 내재되어 있는 네 가지 의미를 도출하였다. 첫째. 본 연구에 참여하는 교사들은 누구보다 영재수업에 열정적인 교사들로서 수업준비에 ‘품과 노력’을 많이 들이는 교사들임을 확인하였다. 둘째. 영재학급에는 ‘영재다운 영재’도 없고 ‘실체도 없는’ 현장에서 ‘걸림돌’을 치우고 ‘벽’을 넘으며 살아내는 영재교사들이 있었다. 셋째. 영재교사들은 ‘그들만의 세상’에서 ‘불로소득 받아 가는 사람’이라는 냉소적이고 불편한 시선 때문에 영재수업 및 운영에 어려움을 겪고있는 것으로 나타났다. 마지막으로 영재교사들은 하나같이 ‘그래도 영재학급’이어야한다고 입을 모은다는 것이다. 이 연구를 통해 단위학교 영재학급 운영의 방향을 설정하는데 도움을 주고 바람직한 영재학급 운영을 위한 기초자료를 제공하여 교육현장에 적합하고 의미 있는 교육과 운영을 지원하고자 하였다.

The study aims to provide realistic and on-site information of teachers in the gifted and talented education program by probing deeply into operating their classes and lives (experience) as teachers for the gifted and talented students in their respective unit school to define its meaning. Thus, providing optimal and suitable information that can aid in setting the direction for the gifted and talented education classes in the field of education in the unit school. To achieve this goal, the meaning derived from the inherent experiences through the narratives of two teachers who have managed classes for the gifted and talented students who participated in this research. The experiences and meanings of managing the gifted and talented education program in this study are as follows. First, it was confirmed that the teachers participating in this study were more passionate about the gifted classes than anyone else and put a lot of “work and effort” into class preparation. Second, some gifted teachers cleared the “stumbling blocks” and climbing “walls” in a field where there were no “really gifted students” and there was no “substance.” Lastly, it was confirmed that the gifted class is at the lowest level at the gifted education stratum, where the 1% possibility and potential are discovered; therefore, it is an area of freedom for teachers and a place that gives enjoyment in teaching. This study is meaningful in that it provides data that can guide an in-depth understanding of the education and management experiences of the gifted and talented classes through narrative exploration from the experiences of the teachers of the gifted program in unit school classrooms. In addition, by moving away from quantitative research that relies on surveys and capturing the vivid experiences of gifted teachers in the classroom, it provides implications for setting future directions for the gifted and gifted and talented classes through realistic experiences of teachers who live the lives as teachers for the gifted and talented programs in unit schools.