비대면 교육방식에 대한 초등교사들의 이해와 실행

Abstract

This study investigated how elementary school teachers implemented non-face-to-face education during the COVID-19 pandemic situation, how they understood it during its implementation and finally discussed its implications. For this purpose, this study conducted in-depth interviews with 12 elementary school teachers and analyzed the collected data using qualitative content analysis. The result of the study found that teachers understood online education as a ‘complement to face-to-face education’ and had implemented non-face-to-face education with ‘an emphasis on reaching the basic academic level’. In addition, although online education was an inevitable choice to prevent the loss of education, the results showed the perception that it is a new education method that goes beyond the limitations of face-to-face education and is determined by teachers’ interests and efforts. Meanwhile, in terms of implementing non-face-to-face education, many implementation forms reduced and reorganized the educational contents as well as it divided educational roles through understanding and collaboration with colleagues, and used new methods for communication among participants. The factors of the implementation of online education were analyzed by dividing them into teachers, curriculum, and class environment, and the conclusions were as follows. First, teachers' interests and awareness of the educational community must be cultivated. Second, teachers must develop their ability to reconstruct educational content and the education authorities should establish a ‘reduced curriculum for the online education’ and ‘online learning center’. Third, improvement of the training system for teachers is required to establish an online class platform and learning material support center and increase teacher participation.