교사의 회복적 생활교육 실천 경험에 관한 현상학적 연구

Abstract

The purpose of this study was to understand the essence of experience by examining what teachers who practiced Restorative Discipline experienced and how the structure of experience was formed. This paper derives from in-depth interviews with five teachers who are practicing Restorative Discipline using multi-methods of data collection. Phenomenological research method as a qualitative research method was used and data were analyzed using Giorgi(1985) methods. The results of the analysis concluded that 291 meaningful statements were induced and they came to be summarized in 48 units, which were semantically classfied into 17 sub-components and categorized in 6. Hence, the structure of the experience derived from this consisted of ‘meeting’, ‘hope’, ‘desperation’, ‘cooperation’, and ‘community of love’. The essence of Restorative practicing experience is ‘School as a community of love where everyone is happy’. The conclusion can be drawn that through the practice of teachers’ Restorative Discipline, it can be common for students and students, teachers and students, teachers and teachers to respect and give consideration each other and then the school community can also be a happy community full of love. With the results of this study, the study not only proposed strategies for establishing Restorative Discipline, but also indicated the importance and limitation of the study