예비교사와 현직교사가 인식하는 ‘현장’에 대한 메타포 연구

Abstract

Purpose: This study aimed to explore the perceptions of pre-service and in-service teachers regarding
 the term ‘field’ using metaphorical methodology and to identify whether differences in metaphorical
 representations exist between pre-service and in-service teachers.
 Methods: A survey was administered to twenty-one pre-service teachers and twenty-three in-service
 teachers, prompting them to express metaphorical representations of the term ‘field’. Alongside this,
 the reasons behind their chosen expressions were also collected and qualitatively analyzed.
 Results: Metaphors for the term ‘field’ were categorized into four broad themes and eight sub-themes.
 A notable difference was observed in how pre-service teachers perceived ‘field,’ primarily focusing
 on themselves, whereas in-service teachers tended to center their perceptions on students, parents,
 and others.
 Conclusion: The findings suggest that the term ‘fiel’ used in teacher training programs emphasizing
 school-site connections may yield different definitions and meanings depending on the user. Such
 variation may contribute to ineffective communication and potential confusion regarding the concept
 of ‘field.’ Therefore, it is recommended that clear definitions and meanings for the term ‘field’
 throughout teacher training programs. Additionally, providing opportunities for pre-service teachers
 to directly experience a specific ‘field’ was suggested to enhance their understanding.