Exploring Teachers Views of Teaching through the Response Characteristics of Kinetic School Drawing(KSD) : Focusing on the Cases of Teachers in Mongolia

동적학교생활화(KSD)의 반응특성을 통한 교사의 교직 인식 탐색: 몽골지역 특수교육 역량 강화 교사교육 사례를 중심으로

본 연구의 목적은 미술 기반의 비언어적 매체를 활용한 동적학교생활화(KSD)에 나타난 교사들의 반응 특성을 분석함으로써, 학교 현장에서 교사들이 느끼는 교직에 대한 인식을 탐색하기 위함이다. 연구 방법에서 연구 대상자는 「몽골지역 특수교육 역량 강화 교사교육」에 참여한 몽골의 일반교사와 특수교사 35명이었으며, 검사 도구는 동적학교생활화의 분석 기준으로는 송명자와 정현희(2011)의 연구에서 제시한 8개 하위변인을 각각 5점 척도로 평가하였다. 연구결과, 연령 간 반응특성과 교육경력별 반응특성, 일반교사와 특수교사 간 반응특성 결과에서 변인에 따른 특성을 보이는 것으로 나타났다. 이러한 연구결과로 볼 때 동적학교생활화가 연령, 교육경력, 일반교사와 특수교사의 특성을 잘 반영하는 것으로 볼 수 있어서 교사의 교직에 대한 인식을 탐색하는데 기여할 수 있을 것으로 본다.

This study was conducted to explore the perceptions of the teaching professions felt by teachers in the school field by analyzing the response characteristics of teachers in the Kinetic School Drawing(KSD) using a non-verbal medium called art. The subjects were 35 general teachers and special teachers who participated in the “Training of Special Education Teachers for Strengthening in Mongolia”. As an analysis standard for KSD, the criterion suggested by Song & Jeong(2011) - activity-creation, happiness, emotional bond, positive classroom atmosphere, role expectation were evaluated on a 5-point scale. As a result of the study, first, the reaction characteristics between ages were the highest in the 20s in the activity- creativity, happiness, and role expectation. On the other hand, in the sense of emotional bond and positive atmosphere, the 30s had the highest average score. And in all sub-areas, the 40s had the lowest average score compared to other age groups, found that there was a significant difference in emotional bond in the 30s. Second, in response characteristics by work careers, teachers with experience of 10 years or more showed higher emotional bond when compared with teachers with experience of less than 10 years. Lastly, the special teachers showed slightly higher average scores than the general teachers in activity-creation, happiness, and emotional bond. In the positive classroom atmosphere, general teachers showed slightly higher average scores than special education teachers, found that there was a significant difference in the role expectation. Based on the results of this study, KSD can be considered to reflect the age, educational background, and roles of general teachers and special teachers, which can contribute to exploring teachers perception of teaching profession.