2 research outputs found
μ¬λ²λν κ΅κ³Όλ΄μ©ν κ΅μλ₯Ό μ€μ¬μΌλ‘
νμλ
Όλ¬Έ(μμ¬) -- μμΈλνκ΅λνμ : μ¬λ²λν κ΅μ‘νκ³Ό(κ΅μ‘νμ μ 곡), 2023. 2. μ μ μ² .The purpose of this study is to explore the identity of subject-content professors who are at the center of the problem, in order to obtain implications for solving a lack of practicality, which has been steadily raised in College of Education. The research questions for this purpose are as follows.
First, how was the experience before becoming a subject-content professor?
Second, after becoming a professor, what kind of difficulties did a subject-content professor experience?
Third, in the midst of difficulties, what kind of identity did a subject-content professor establish?
In order to solve these research questions, the College of Education in A University was selected as a research site and in-depth interviews were conducted with eight subject-content professors. Analysis of various documents, in-depth interviews with two subject-education professors were additionally conducted to broadly understand their identity. The results of the analysis of the collected data are as follows. The identity establishment of subject-content professors is structured as the experience before becoming a professor in College of Education, the discrepancies and fluctuations after becoming a professor in College of Education, and the identity reconstruction of a professor in College of Education.
Based on the main research results and discussions, the conclusions are summarized as follows.
First, subject-content professors in College of Education in A University became content studies experts, and entered the College of Education without deep consideration for education based on social learning during the student period and the criteria of hiring professors. They became experts in research about content studies through graduate school, and later applied for professorship in College of Education to continue their content studies. The learned role of subject-content professors as people who taught and researched content studies, and the hiring system which did not have education-related conditions led them to look at content studies only and apply for professorship in College of Education.
Second, subject-content professors in College of Education in A University were at a loss after starting professorship in College of Education, and had struggles between content studies and education. Because the identity of an education expert was requested from the outside, discrepancies emerged as there was an identity as a content studies expert. In the midst of discrepancies, they focused on the delivery of the content itself and conducted theory-centered lessons away from reality. Moreover, in the structure of the university, it has become difficult to conduct research on content studies, which have been conducted so far. they were in a situation where they had to do new subject-education research together. It was difficult to focus on content studies research, but they had no choice but to invest more in content studies research in order to receive good evaluations. Although they recognized the importance of subject-education research as professors belonging to the College of Education, they felt burdened to do two different research fields at the same time. Concerns about falling behind in content studies research, and the reality that subject- education research was still difficult to be appreciated by the academic world came into play.
Third, subject-content professors in College of Education in A University learned about education through various paths. As a result, their identity was reconstructed. Learning after becoming professors changed the direction of education and research activities to connect them with the school field, causing identity reconstruction. In education activities, there were two types. One is content delivery type maintaining the role of content deliverer. The other is learning promotion type trying to connect theory and practice. In research activities, the maintenance type was the most common. The strong identity as a content studies researcher that they had before becoming a professor was maintained. However, the elements like positive experience through learning, linkage between teaching and research, and an atmosphere in which subject-content and subject-education were integrated made the identity reconstructed by taking content studies and education research in a similar proportion or shifting the focus to education research. there were intersection type, center-shift type, expansion type of the researcher identity reconstruction.
Based on the conclusions of the study, the implications for subject-content professors in College of Education are as follows.
First, subject-content professors can serve as role models not only to pre-service teachers but also to pre-service subject-content professors. If subject-content professors focus only on content studies and conduct theory-oriented lessons as they have previously experienced as students, the students who model these are likely to become subject-content professors who teach theory-oriented lessons. Second, an environment in which subject-content professors can learn about the school field must be prepared. Along with opportunities to communicate with the field, organizational efforts are needed to have them actively participate to these opportunities. Third, subject-education should be considered more than now in the hiring process of subject-content professors. It is necessary to have a device that allows applicants to think about subject-education together, rather than limiting the role of subject-content professors to content studies. Last, it is necessary to discuss the role of subject-content professors for the distinctiveness of subject-content studies. This study will be the starting point for discussions on what kind of subject-content education and research activities is suitable in college of education, and what subject-content professors should do.λ³Έ μ°κ΅¬λ μ¬λ²λν κ΅μ‘μ κΎΈμ€ν μ κΈ°λκ³ μλ νμ₯μ± λΆμ‘± λ¬Έμ λ₯Ό ν΄κ²°νλ λ° μμ¬μ μ μ»κ³ μ, λ¬Έμ μ μ€μ¬μ μλ μ¬λ²λν κ΅κ³Όλ΄μ©ν κ΅μμ μ£Όλͺ©νμ¬ κ·Έλ€μ μ 체μ±μ΄ μ΄λ»κ² νμ±λλμ§λ₯Ό μμλ³΄κ³ μ νμλ€. μ΄λ₯Ό μνμ¬ μ€μ ν μ°κ΅¬λ¬Έμ λ μλμ κ°λ€.
첫째, μ¬λ²λν κ΅κ³Όλ΄μ©ν κ΅μμ κ΅μκ° λκΈ° μ΄μ κ²½νμ μ΄λ νκ°?
λμ§Έ, μ¬λ²λν κ΅κ³Όλ΄μ©ν κ΅μλ κ΅μκ° λ μ΄νμ μ΄λ ν μ΄λ €μμ κ²½ννμλκ°?
μ
μ§Έ, μ¬λ²λν κ΅κ³Όλ΄μ©ν κ΅μλ μ΄λ €μ μμμ μ΄λ ν μ 체μ±μ λ§λ€μ΄ λκ°λκ°?
μ°κ΅¬λ¬Έμ μ ν΄κ²°μ μν΄, Aλνκ΅ μ¬λ²λνμ μ°κ΅¬νμ₯μΌλ‘ μ μ νμ¬ μ¬μ§ μ€μΈ κ΅κ³Όλ΄μ©ν κ΅μ 8λͺ
κ³Ό μ¬μΈ΅ λ©΄λ΄μ μ€μνμλ€. κ·Έλ€μ μ 체μ±μ νλκ² μ΄ν΄νκ³ μ, λ€μν λ¬Έμ μ 보 λΆμ, κ΅κ³Όκ΅μ‘ν κ΅μ 2λͺ
κ³Όμ μ¬μΈ΅ λ©΄λ΄μ μΆκ°λ‘ μ§ννμλ€. μμ§λ μλ£μ λΆμ κ²°κ³Ό, Aλνκ΅ μ¬λ²λν κ΅κ³Όλ΄μ©ν κ΅μμ μ μ²΄μ± νμ±μ μκ°μ νλ¦μ λ°λΌ μ¬λ²λν κ΅μκ° λκΈ° μ΄μ μ κ²½ν, μ¬λ²λν κ΅μκ° λ μ΄νμ μ΄κΈλ¨κ³Ό νλ€λ¦Ό, μ¬λ²λν κ΅μμ μ μ²΄μ± μ¬κ΅¬μ±μ΄λΌλ μ£Όμ λ‘ κ΅¬μ‘°νν μ μμλ€.
μ£Όμ μ°κ΅¬κ²°κ³Ό λ° λ
Όμλ₯Ό ν λλ‘ κ²°λ‘ μ μμ½νλ©΄ μλμ κ°λ€.
첫째, Aλνκ΅ μ¬λ²λν κ΅κ³Όλ΄μ©ν κ΅μλ λ΄μ©ν μ λ¬Έκ°λ‘ μ±μ₯νμ¬, νμ μκΈ°μ μ¬νμ νμ΅κ³Ό κ΅μμ§ μ±μ© κΈ°μ€μ ν λλ‘ κ΅μ‘μ λν κΉμ κ³ λ―Ό μμ΄ μ¬λ²λνμ λ€μ΄μλ€. κ·Έλ€μ λνμ κ³Όμ μ ν΅ν΄ λ΄μ©νμ μ°κ΅¬νλ μ λ¬Έκ°κ° λμμΌλ©°, μ΄νμ λ΄μ©νμ κ³μνκΈ° μν΄ μ¬λ²λν κ΅μμ§μ μ§μνμλ€. λ΄μ©νλ§μ κ°μΒ·μ°κ΅¬νλ μ¬λμΌλ‘ νμ΅ν κ΅κ³Όλ΄μ©ν κ΅μμ μν , κ΅μ‘κ³Ό κ΄λ ¨λ μ‘°κ±΄μ΄ λλλ¬μ§μ§ μμλ κ΅μμ§ μ±μ©μ κ·Έλ€μ΄ κ΅μ‘μ λν μΆ©λΆν κ³ λ―Ό μμ΄ μ¬λ²λν κ΅μμ§μ μ§μνλλ‘ νμλ€.
λμ§Έ, Aλνκ΅ μ¬λ²λν κ΅κ³Όλ΄μ©ν κ΅μλ μ¬λ²λνμμ κ΅μμ§μ μμν μ΄ν ν€λ§€κ³ , λ΄μ©νκ³Ό κ΅μ‘ μ¬μ΄μμ κ°λ±μ κ²ͺμλ€. λ΄μ©ν μ λ¬Έκ° μ 체μ±μ΄ μμμ§λ§, μΈλΆλ‘λΆν° κ΅μ‘ μ λ¬Έκ° μ 체μ±μ μꡬλ°μΌλ©΄μ λΆμΌμΉκ° λνλ¬λ€. λΆμΌμΉ μμμ λ΄μ© μ체μ μ λ¬μ μ§μ€νκ³ μ€μ μ λ¨μ΄μ§ μ΄λ‘ μ€μ¬μ μμ
μ μ§ννμλ€. λν λν ꡬ쑰 μμμ λ΄μ©ν μ°κ΅¬λ νκΈ° μ΄λ €μμ§κ³ , μλ‘μ΄ κ΅κ³Όκ΅μ‘ μ°κ΅¬λ₯Ό ν¨κ» ν΄μΌ νλ μν©μ λμλ€. λ΄μ©ν μ°κ΅¬μ μ§μ€νλ κ²μ μ΄λ €μ μ§λ§, κ·Έλ€μ νκ°λ₯Ό μ λ°κΈ° μν΄ λ΄μ©ν μ°κ΅¬μ λ ν¬μν μλ°μ μμλ€. κ·Έλ€μ μ¬λ²λν μμ κ΅μλ‘μ κ΅κ³Όκ΅μ‘ μ°κ΅¬μ μ€μμ±μ μΈμ§νμμΌλ, μλ‘ λ€λ₯Έ λ μ°κ΅¬ λΆμΌλ₯Ό λμμ νλ κ²μ λΆλ΄μ λκΌλ€. λ€μ²μ§λ λ΄μ©ν μ°κ΅¬μ λν μ°λ €, κ΅κ³Όκ΅μ‘ μ°κ΅¬λ‘ νκ³μ μΈμ μ λ°κΈ° μ΄λ €μ΄ νμ€μ΄ μμ©νμλ€.
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μ§Έ, Aλνκ΅ μ¬λ²λν κ΅κ³Όλ΄μ©ν κ΅μλ λ€μν κ²½λ‘λ₯Ό ν΅ν΄ κ΅μ‘μ λν΄ νμ΅νμμΌλ©°, κ·Έ κ²°κ³Όλ‘ κ·Έλ€μ μ 체μ±μ μ¬κ΅¬μ±λμλ€. κ΅μκ° λ μ΄νμ νμ΅μ΄ κ΅μ‘ λ° μ°κ΅¬ νλμ κ΅μ‘ νμ₯κ³Ό μ°κ²°μ§λ λ°©ν₯μΌλ‘ λ³νμν€λ©΄μ, μ μ²΄μ± μ¬κ΅¬μ±μ μΌμΌν€κΈ°λ νμλ€. κ΅μ‘ νλμμλ λ΄μ© μ λ¬μμ μν μ μ μ§νλ μ§μμ λ¬ν, μ΄λ‘ κ³Ό μ€μ λ₯Ό μ°κ²°νκ³ μ λ
Έλ ₯ν νμ΅μ΄μ§νμ΄ λνλ¬λ€. μ°κ΅¬ νλμμλ κ΅μκ° λκΈ° μ λΆν° κ°μ§κ³ μμλ λ΄μ©νμλ‘μμ κ°ν μ 체μ±μ μ μ§νλ μ μ§μ§μ€νμ΄ λ§μ΄ λνλ¬λ€. κ·Έλ¬λ νμ΅μ ν΅ν κΈμ μ κ²½ν, μμ
κ³Ό μ°κ΅¬μ μ°κ³, κ΅κ³Όλ΄μ©νκ³Ό κ΅κ³Όκ΅μ‘νμ΄ ν΅ν©λ νκ³Ό λΆμκΈ° λ±μ μμλ λ΄μ©ν μ°κ΅¬μ κ΅μ‘ μ°κ΅¬λ₯Ό λΉμ·ν λΉμ€μΌλ‘ κ°μ§κ³ κ°κ±°λ κ΅μ‘ μ°κ΅¬λ‘ μ΄μ μ μ΄λμν€λ©΄μ κ΅μ§ν©ν, μ€μ¬μ΄λν, νμ₯νκ³Ό κ°μ μ¬κ΅¬μ± μμμ μΌμΌμΌ°λ€.
μ°κ΅¬μ κ²°λ‘ μ λ°νμΌλ‘ μ¬λ²λν κ΅κ³Όλ΄μ©ν κ΅μμ λν μμ¬μ μ μ μνλ©΄ μλμ κ°λ€.
첫째, κ΅κ³Όλ΄μ©ν κ΅μλ μλΉκ΅μ¬λΏλ§ μλλΌ μλΉ κ΅κ³Όλ΄μ©ν κ΅μμκ² λ‘€λͺ¨λΈμ΄ λ μ μμμ μΈμ§νμ¬μΌ νλ€. κ΅κ³Όλ΄μ©ν κ΅μκ° μ΄μ μ νμμΌλ‘μ κ²½νν λλ‘ λ΄μ©νμλ§ μ§μ€νκ³ μ΄λ‘ μ€μ¬μ μμ
μ μ§ννλ€λ©΄, μ΄λ₯Ό λͺ¨λΈλ§ν νμμ κ΅κ³Όλ΄μ©ν κ΅μκ° λμ΄μ κ·Έλλ‘ μ΄λ‘ μ€μ¬μ μμ
μ ν κ°λ₯μ±μ΄ ν¬λ€. λμ§Έ, κ΅κ³Όλ΄μ©ν κ΅μκ° κ΅μ‘ νμ₯μ λν΄ νμ΅ν μ μλ νκ²½μ΄ λ§λ ¨λμ΄μΌ νλ€. νμ₯κ³Ό μν΅ν μ μλ κΈ°νμ ν¨κ» μ΄λ¬ν κΈ°νμ μ κ·Ήμ μΌλ‘ μ°Έμ¬ν μ μλ μ‘°μ§ μ°¨μμ λ
Έλ ₯μ΄ νμνλ€. μ
μ§Έ, κ΅κ³Όλ΄μ©ν κ΅μμ μ±μ© κ³Όμ μμ κ΅κ³Όκ΅μ‘μ΄ κ³ λ €λμ΄μΌ νλ€. μ§μνλ μ¬λλ€μ΄ κ΅κ³Όλ΄μ©ν κ΅μμ μν μ λ΄μ©νμ νμ νμ§ μκ³ κ΅κ³Όκ΅μ‘μ ν¨κ» μκ°νλλ‘ νλ μ₯μΉκ° νμνλ€. λ·μ§Έ, κ΅κ³Όλ΄μ©νμ μ°¨λ³μ±μ μν΄ κ΅κ³Όλ΄μ©ν κ΅μμ μν μ λν λ
Όμκ° νμνλ€. λ³Έ μ°κ΅¬κ° μ¬λ²λνλ€μ΄ κ΅κ³Όλ΄μ©ν κ΅μ‘ λ° μ°κ΅¬ νλμ 무μμ΄λ©° μ΄λ₯Ό μννλ κ΅κ³Όλ΄μ©ν κ΅μλ μ΄λ ν΄μΌ νλμ§μ λν λ
Όμμ μΆλ°μ μ΄ λ κ²μ΄λ€.μ 1μ₯ μ λ‘ 1
μ 1μ μ°κ΅¬μ νμμ± λ° λͺ©μ 1
μ 2μ μ°κ΅¬λ¬Έμ 4
μ 3μ μ°κ΅¬μ λ²μ λ° νκ³ 5
μ 4μ μ©μ΄μ μ μ 6
1. μ€λ±κ΅μ¬μμ±κΈ°κ΄ 6
2. κ΅κ³Όλ΄μ©ν κ΅μ 6
3. μ μ²΄μ± 6
μ 2μ₯ μ΄λ‘ μ λ°°κ²½ 8
μ 1μ μ€λ±κ΅μ¬μμ±μ²΄μ 8
1. μ€λ±κ΅μ¬μμ±μ²΄μ μ νΉμ§ 8
2. μ€λ±κ΅μ¬μμ±μ κ΅λ΄ νν© 11
μ 2μ μ¬λ²λν 12
1. μ¬λ²λνμ μμ¬ λ° κ΅¬μ‘° 12
2. μ¬λ²λνμ κ΅μ‘ 15
μ 3μ μ¬λ²λν κ΅μμ μ μ²΄μ± 16
1. μ 체μ±μ μ μ 16
2. μ 체μ±μ λ°λΌλ³΄λ μ΄λ‘ μ κ΄μ 17
3. κ΅μ¬μμ±κΈ°κ΄ κ΅μμ μ μ²΄μ± 20
μ 3μ₯ μ°κ΅¬λ°©λ² 25
μ 1μ μ°κ΅¬μ€κ³ 25
μ 2μ μ°κ΅¬νμ₯ λ° μ°Έμ¬μ 27
1. μ°κ΅¬νμ₯ 27
2. μ°κ΅¬μ°Έμ¬μ 29
μ 3μ μλ£μμ§ λ° λΆμ 32
1. μλ£μμ§ 32
2. μλ£λΆμ 35
μ 4μ μ°κ΅¬μ νλΉμ± λ° μ€λ¦¬μ κ³ λ € 37
1. μ°κ΅¬μ νλΉμ± ν보 37
2. μ°κ΅¬μ μ€λ¦¬μ μν λ° μμ μ± λ°°λ € 39
μ 4μ₯ μ°κ΅¬κ²°κ³Ό 41
μ 1μ μ¬λ²λν κ΅μκ° λκΈ° μ΄μ μ κ²½ν 41
1. μ 체μ±μ κΈ°λ° λ§λ ¨ 41
2. μ¬λ²λν κ΅μμ§ μ§μ 49
μ 2μ μ¬λ²λν κ΅μκ° λ μ΄νμ μ΄κΈλ¨κ³Ό νλ€λ¦Ό 52
1. μμ μ λΆμΌμΉ 52
2. μλ‘μ΄ νκ²½ μ ν€λ§΄ 54
μ 3μ μ¬λ²λν κ΅μμ μ μ²΄μ± μ¬κ΅¬μ± 70
1. λ°°μμ κ²½ν 70
2. μ¬λ²λν κ΅μμ μ μ²΄μ± μ¬κ΅¬μ± μμ 73
μ 4μ μκ²° 88
μ 5μ₯ λ
Όμ 90
μ 1μ μ μ²΄μ± νμ±μμ νμ΅μ μ€μμ± 90
1. νμ μκΈ°μ μ¬νμ νμ΅ 90
2. μ¬λ²λν κ΅μκ° λ μ΄νμ νμ΅ 92
μ 2μ λ΄μ©νμ λ°λΌλ³΄κ² λ§λλ λν ꡬ쑰 93
1. λ΄μ©ν μ°κ΅¬μ€μ μ΄ μ€μν κ΅μ μ±μ© 93
2. μμ μ±κ³Όκ° κ°μ‘°λλ κ΅μ νκ° 95
μ 6μ₯ κ²°λ‘ λ° μ μΈ 97
μ 1μ μμ½ λ° κ²°λ‘ 97
μ 2μ μ μΈ 101
μ°Έκ³ λ¬Έν 104
λΆλ‘ 113
Abstract 117μ