고3 담임교사 진로 진학 지도 교육 경험의 해석현상학적 분석

Abstract

Objectives This study is an interpretative phenomenological study of the experience of high school homeroom teachers' career guidance education in the context of COVID-19. In this study, the difficulties and overcoming strategies of high school homeroom teachers' career guidance were analyzed in the context of the COVID-19 pandemic.
 Methods For this purpose, among the qualitative research methods, an interpretative phenomenological analysis suggested by Smith et al. (2009) was approached. Interpretive phenomenological analysis is a research approach that goes beyond the phenomenological research practice of describing the experiences of research participants and allows researchers to understand participants' experiences more deeply and form a consensus through active interpretation. The data analysis was analyzed by the six-step procedure presented by Smith et al. (2009). The data was constructed by conducting one-on-one in-depth interviews with research participants.
 Results The results of the study were derived from 23 sub-themes and 7 upper themes. The 7 upper themes are: Crisis in the formation of rapport between students and teachers; burden of responsibility for quarantine other than education and class operation; cultivation of independent educational capabilities even in crisis; Establishing a regular communication channel with students, strengthening crisis management resources through information sharing and mutual communication, and a sense of calling as teachers appeared to be the sources of escape from the crisis.
 Conclusions Based on the results of this study, we discussed the crisis response leadership of high school senior homeroom teachers, the formation of a cooperative system with parents for school crisis management resources, and ways to promote information sharing and communication among teachers, and suggested the creation of a school that is resistant to crisis.