방역의 일상화, 교사 내러티브를 통해 살펴본 학생의 사회정서 탐색

Abstract

Objectives After Corona, we explore changes in the aspects of students' social emotions through teacher narratives, and discuss the importance of the school's social function as a storehouse of social capital.
 Methods In this study, from March to May of 2021, the social emotions of students in schools with reinforced quarantine systems were examined through the teacher's narrative. To this end, the researcher collected and analyzed data through online meetings with kindergarten/elementary/middle/high school teachers, individual teacher interviews, attending teacher meetings, and writing paper interviews.
 Results As a result of the analysis, a total of five themes were presented. First, a care school that is more needed for lower grades, special children, and multicultural students, second, the shadow of quarantine and control, mistrust and fear, third, heterogeneity of quarantine frames and perceptions, critical education, and fourth, schools offer a variety of experiences other than subject learning. Chapter, Fifth, the students' learning gap, learning helplessness, and abandonment of learning recognized by teachers were divided and analyzed.
 Conclusions It is necessary to design a plan for various and exceptional situations ahead of the relative time given by the corona virus. It is necessary to reconsider the values of community and the meaning of social capital in schools, a sense of solidarity to solve problems together in times of crisis, and the complementary relationship between freedom and safety.