파견교사의 수학체험센터 운영 경험에 관한 내러티브 탐구

Abstract

Objectives The purpose of this study is to analyze the meaning of dispatched teachers’ experiences of operating a Math Experience Center and explore the implications of these findings for their perceptions and practices as teachers. Methods This study conducted a narrative inquiry to vividly capture the changes in the life and qualities of teachers through the experience of operating the mathematics experience center of dispatched teachers and to comprehensively understand them. In-depth interviews were conducted three times each for two secondary school mathematics teachers with more than one year of experience working at the mathematics experience center, and field texts were collected by visiting the center in person. Starting with the teaching experience that chose dispatched work, the research results were presented by categorizing them into teachers, dispatched teachers, and individual areas based on spatiality and relationship. Results Through the operation of the Math Experience Center, the dispatched teachers experienced a change in their perception of themselves and growth as ‘education professionals’ by improving their subject expertise. These experiences led to, first, a role shift from a ‘made teacher’ to a ‘making teacher’ while searching for a direction for mathematics education; second, an attitude shift from a ‘teacher who teaches’ to a ‘teacher who learns and strives’ while recognizing the subjectivity of status; and third, an identity growth from a ‘subject matter expert’ to an ‘education expert’ through relationship formation and changes in the work environment. Conclusions This study confirmed that the educational achievements gained by teachers through subjective status and challenges in the new educational environment change their perception of themselves and activate target behaviors, contributing to the improvement of teachers' professionalism and educational practice.