초등교사 임용시험 준비 경험과 학습자의 자기주도성

Abstract

Purpose: The purpose of this study was to understand how students in the process of preparing for
 the elementary school teacher employment examination showed self-directedness of learners. The
 research focused on how the self-directedness of learners was related to the diverse modes of actions,
 recognitions, and situations of the participants’experiences preparing for the elementary school teacher
 employment examination.
 Methods: The participants of this study were eight senior students who were preparing for the elementary
 school teacher employment examination. Data from intensive interviews and a reflective description of
 students during the process of the teacher employment examination preparation were collected and
 analyzed based on the perspective of Charmaz's(2011; 2013) constructivist grounded theory.
 Results: In the context of preparing for the employment examination, the participants showed restricted
 self-directedness focused on methodological self-directedness to adapt to the examination situation
 where they were focused on passing. On the contrary, in the context of preparing to be a teacher,
 participants showed self-directedness oriented by the willingness to grow as a teacher.
 Conclusion: It was found that adult learners might be located in different situations simultaneously
 in the process of preparing for the teacher employment examination. One was the situation of preparing
 for the employment examination, and the other was the situation of preparing to be a teacher. Moreover,
 each situation affected the self-directedness of the learners differently.