초등교사의 비민주적 교수실천에 대한 비판적 담론분석: Basil Bernstein의 분류화와 프레이밍을 중심으로

Abstract

This study attempted to critically analyze elementary school teachers' undemocratic pedagogical practices from a participatory democracy perspective, and as a theoretical framework to analyze them Bernstein's Classification and framing were used. The research problems are 1) What are the types of pedagogical practices that exclude students from class participation? 2) What are the types of teaching practices that promote students' learning inequality? 3) What are the types of teaching practices that make students indifferent to learning and alienate them in class? This study is a collaborative action research in which four elementary school teachers from Region J, including the researcher, based on critical discourse analysis. As a result of the study, first, teachers taught teacher-centered knowledge transfer classes due to the pedagogical practices that excluded students' class participation, and planned classes by unilaterally reflecting the teacher's opinions without reflecting the opinions of the students. Second, as a pedagogical practices that promotes learning inequality among students in class, teachers emphasized closed answers in evaluation, requiring only one correct answer, and emphasized personal learning rather than cooperative learning between students, deepening learning inequality among students. Third, as a pedagogical practices in which students are alienated from learning, teachers overemphasize knowledge in classes that separate knowledge and life and pursue a department of subject-oriented curriculum, causing students to become alienated from learning. This study has academic significances in that it can be a self-reflective tool for teachers to reflect on their own teaching practices and can suggest a theoretical directions for democratic pedagogical practices that emphasize students' educational participation.