초등학교 저경력교사의 교육실습 지도 경험 연구

A Study on the Teaching Practicum Instructing Experience of the Low-Career Elementary School Teachers

교직 입문과 적응의 단계에 있는 저경력교사가 교육실습 지도를 담당하게 되면 어떠한 경험을 하게 될까? 이 연구는 교육실습 대용부설초등학교에 근무하는 저경력교사의 교육실습 지도 경험을 분석하고, 교육실습과 교사 발달에 대한 시사점을 찾고자 하였다. 이를 위해 대용부설초등학교에 발령받아 1급 정교사 취득 후 교육실습 지도 경험을 한 저경력교사(교육경력 5년 미만) 3명을 대상으로 면담을 통해 교육실습 지도의 경험과 의미를 분석하였다. 주요 연구결과는 다음과 같다. 첫째, 초등학교 저경력교사들은 교육실습 지도교사 자격을 갖추기 위해 학교 차원의 연수, 개인 차원의 자발적인 노력을 하는 것으로 나타났다. 둘째, 교육실습 지도 경험을 통해 교사공동체, 교생과의 소통과 협력으로 저경력교사들의 성장이 이루어졌다. 셋째, 교육실습을 통해 저경력교사들은 전문성 개발에 자극을 받았으며 그 배경에는 대용부설초등학교 안에서의 교사공동체, 협력적 문화가 있었다. 이를 바탕으로 교육실습과 교사 발달에 대한 시사점을 논의하였다.

What would be the experience of low-career teachers who are at the beginning of their teaching career and in the process of adaptation if they participate in teaching practicum instruction? The purpose of this study is to analyze the teaching practicum instruction experience of the low-career teachers in teaching practicum educational practice school to discover implications on teaching practicum instructions and the development of teachers. For this purpose, three low-career teachers who had teaching practicum instruction experiences after their official assignment as Grade 1 teachers in the said elementary school (all with less than five years of teaching experience) were interviewed to analyze their experience with teaching practicum instruction and their meanings. The key findings of this study were as follows; First, the low-career elementary school teachers were making voluntary efforts including participating in the training programs the school provided and other personal endeavors to be qualified as teaching practicum instructors. Second, with teaching practicum experiences, the low-career teachers improved, with the cooperation extended from teachers’ community and trainees. Third, the low-career teachers were motivated for further development of their expertise through teaching practicum, which was supported by the teachers’ community and a culture of cooperation in their school. The researcher discussed implications on teaching practicum and teacher development based on these findings.