초등학교 1학년 담임교사의 ｢학교엄마｣로 살아가기

Abstract

Objectives This study aims to understand the expertise of first-year elementary school teachers and to prepare basic data for finding desirable first-year education plans by examining the process of first-year elementary school teachers living as ｢school mothers｣.
 Methods From April 2021 to March 2022, data were collected through interviews with five first-year elementary school teachers in Seoul through semi-structured questions, and at the same time, educational experiences were organized and analyzed through qualitative analysis.
 Results First, 1st grade teachers showed different reactions, such as trembling with fear or calmness, depending on whether or not they had 1st grade education experience and the level of 1st grade teachers, as ‘preparatory ｢School Mothers’ dream of different dreams｣ right after the grade assignment. Second, as part of an effort to understand first-year children, they experienced transformation and roles as ｢school mothers｣. Third, while performing the role of ｢School Mother｣, she experienced hardships such as facing conflicts with children and parents. Fourth, through the growth of first-year children, they experienced joy and worth as a ｢school mother｣.
 Conclusions If a systematic teacher training and teacher training system is in place to enhance professionalism as a first grade teacher, and at the same time, if the lower grade teacher assignment system is also desirable, it will contribute to moving the first grade education in a more positive and professional direction.