Q방법론을 활용한 예비교사의 교권침해에 관한 인식 유형 분석

Abstract

The purpose of this study was to identify the perception of pre-service teachers’ infringement of teaching authority and to provide foundational information for the content and direction of authority education in teacher training programs. To achieve this goal, samples of pre-service teachers’ perceptions of authority infringement were extracted using the Q-methodology and analyzed using the PQ Method 2.35 program. The analysis revealed that pre-service teachers have an abstract and contradictory perception of authority infringement, to the extent that they first encounter it through the media, and therefore lacked perception of authority infringement. Pre-service teachers who have not experienced actual educational settings may have perceptions of authority and authority infringement that differ from reality. Therefore, it is deemed necessary to educate pre-service teachers on how to handle authority and authority infringement when experienced in real educational setting. In light of this, teacher training program should aim to instill in pre-service teachers (a clear understanding of authority and) the ability to address authority infringements.