교사의 서술적 정체성과 체화된 정체성 양상

Narrative Identities and Embodied Identities of Secondary School Teachers: Focused on Interview and Class Discourse Analysis

본 연구는 면담 자료에 나타난 교사의 서술적 정체성과 수업 담화에 나타난 교사의 체화된 정체성의 양상을 규명하였다. 중등학교 교사 3명의 면담과 교실 수업 담화를 분석 대상으로 삼았으며, Tan et al.(2013)의 서술적 정체성과 체화된 정체성 기준과 Gee(2000)의 본성적 정체성, 친화적 정체성, 제도적 정체성을 하위 분석틀로 삼았다. 분석 결과 P교사는 ‘제도적 정체성을 위해 본성적 정체성 변형형’, R교사는 ‘제도적 정체성 인식형’, H교사는 ‘친화적 정체성에서 문화 지체 현상 발현형’으로 드러났다. P교사와 R교사는 서술적 정체성과 체화된 정체성의 일치형으로, H교사는 서술적 정체성과 체화된 정체성의 불일치형으로 분석되었다. 이 연구는 교사에 의해 말해진 정체성과 교사의 ‘행위’로 드러난 정체성의 관계성을 밝혔다는 점에서 의의가 있다.

This study is a study analyzing the Narrative identities and Embodied identities of teachers. For this purpose, interviews and class discourses of three secondary school teachers were analyzed. The Narrated identities and Embodied identities criteria and the Nature-identity, Institution-identity, and Affinity-identity were used as sub-analytical frameworks. As a result of the analysis, it was revealed that teacher P was a ‘transformation of nature-identity to institution-identity’, teacher R was ‘institution-identity recognition type’, and teacher H was ‘a type of cultural retardation from affinity-identity’. Teacher P and teacher R were analyzed as a type of coincidence between Narrated identities and Embodied identities, and teacher H was analyzed as a type of mismatch between Narrated identities and Embodied identities. The study is of significance in that it reveals the relationship between the identity told by the teacher and the identity revealed as the teacher’s ‘act’.