가정과교사의 발달단계에 따른 좋은 수업에 대한 인식

Abstract

The purpose of this study is to examine home economics teachers' perception and practice of good instruction according to teacher developmental stages, and to explore what efforts and supports are needed for good instruction. For this purpose, total of 6 home economics teachers were interviewed in depth by selecting 2 people from each development stage: adaptation stage, growth/development stage and mastery stage. Data were interpreted through analytical memo writing, initial coding, in-depth coding, and categorization. The results of the study are as follows. First, teachers in the ‘adaptation stage’ strive to break away from the fantasy of teaching skills. Teachers in the ‘growth/development stage’ continue to think in order to create good instruction with their own teaching style. Teachers in the ‘mastery stage’ constantly struggle to move for good instruction based on a firm curriculum identity. Second, They all think that the direction of good instruction is to be faithful to the essence of home economics education. Good instruction is reorganized to focus on a compositional perspective and connect with the lives of students. Third, In order to teach good instruction, home economics teachers need to make efforts to expand ‘teacher agency’. Forth, What is absolutely necessary to continue good instruction is the solidarity of home economics teachers. They need support to build solidarity. This study is expected to be a starting point to revitalize various discourses about the direction and practice of good home economics instruction in the future.