코로나19 기초학력 양상 탐색 과정에서 드러난 교사의 학교 인식 변화

Abstract

This study explored change in students’ basic academic ability levels and learning gaps between students in an online and offline parallel education environment during the COVID-19 period. In the process, It was revealed how teachers’ perceptions of school changed. For this purpose, data were collected by interviewing 17 teachers. And the collected data were analyzed based on Strauss and Corbin’s grounded theory. As a result of the study, 152 concepts, 36 categories, and 7 themes were derived from open coding.
 In axial coding, the causal condition is [lack of personal circumstances, insufficient school environment, and tinkering policy], the contextual condition is [social class differences and participation in private education], the main phenomenon is [occurrence and deepening of basic academic ability problems], The intervening condition is [change in school environment], the action/interaction strategy is [restructuring of school role perception], and the result is [activation of social interaction starting with teachers]. Based on this, in selective coding, a matrix was constructed and visualized in the form of modifying and supplementing the axial coding results. In conclusion, it was confirmed that teachers changed their perception of the role of schools in the direction of emphasizing socialization functions, moving away from the existing perception centered on basic academic skills through COVID-19.