[논문]영어 초임교사의 교직 사회화에 관한 연구

장경숙; 전영주

doi:10.5392/jkca.2020.20.11.411

영어 초임교사의 교직 사회화에 관한 연구
A Study of the Occupational Socialization of Novice English Teachers at the First Years 원문보기

한국콘텐츠학회논문지 = The Journal of the Korea Contents Association, v.20 no.11, 2020년, pp.411 - 421

초록
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타 교과교육 분야에서 연구를 통해 초임교사에 대한 연구는 교직 사회화 과정이 교직 생활에 영향을 미치는 것으로 나타났다. 본 연구는 영어 초임교사들이 직장에서 적응해 가는 과정에 관한 것으로 연구 결과를 바탕으로 초임교사를 지원하기 위한 방안을 제시하고자 한다. 교직 사회화 변인으로 구성된 설문 조사를 통해 영어 초임교사의 사회화에 대한 자료를 수집하였다. 문헌조사를 통해 초임교사의 사회화 과정에서 영향을 미치는 6가지 요인 즉, 학생과의 관계, 교수학습, 동료 관계, 학교 관리자의 지원, 학부모와의 관계, 사회적 기대 등을 추출하였다. 설문지는 이 6개 요인과 이들을 구성하는 하위 요소 44개로 구성되었다. 99명의 중등 영어 초임 교사가 설문 조사에 참여하였다. 각 요소들에 대한 응답 분석에 따르면 영어 초임교사의 사회화 과정에서 교사들은 양성기관에서 습득한 지식과 현직 간 격차를 경험하며, 동료 교사들의 지원에 대해서도 부정적이었으며 교직에 대한 사회적 기대에 대해서도 부정적인 태도를 보였다. 이런 결과를 바탕으로 입문기 연수, 멘토링 같은 지원 방안을 제안하였다. 특히 전대미문의 코로나 감염증(COIVD-19) 위기 속에서 교사 전문성 제고를 위해 교직에 입문하는 초임교사 지원이 요구되고 있다. 본 연구 결과를 바탕으로 초임교사 사회화에 대한 후속 연구, 교사 교육 정책 및 교사 연수에 대한 시사점을 도출하였다.

Abstract ▼ AI-Helper

There is a paucity of research on socialization of novice teachers that has been found to have influence on their career through studies in different subject fields in various regions. This study addresses how novice English teachers perceive their socialization at the first years. It aims to draw implications for novice teacher support for training and professional development. Data were obtained from a questionnaire survey. From the review of the relevant literature, six themes were identified as significant factors in novice teachers' socialization process: relationship with pupils, teaching, rapport with colleagues, support from headteachers, relationship with parents, and expectations from the society. There were 44 questions under six key factors. 99 secondary English novice teachers participated in the survey. The analysis of the gathered responses to each question reveals information on their socialization process to become a secondary English teacher including adaptation challenges for professional development, which have been neglected but are gaining more attention from different stakeholders. This is being increasingly supported in the time of the coronavirus (COIVD-19) pandemic crisis, disruption and recovery. The study is concluded with some implications for research on novice teacher induction, and teacher education policy and practice.

주제어

표/그림 (7)

표 Table 1. Socio-demographic information of respondents
표 Table 2. Relationship with their pupils
표 Table 3. Teaching related issues
표 Table 4. Rapport with colleagues
표 Table 5. Support from headteachers
표 Table 6. Relationship with parents
표 Table 7. Views from the public

AI 본문요약
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문제 정의

This may be particularly true in the time facing unexpected changes and crisis like the COVID-19 for novice teachers’ long-term professional development. The findings from the current study raise the issues concerning appropriate novice teacher support and changes in initial teacher education.
It is found that significant differences between the content of novice teachers’ academic courses in their teacher education program and the conditions they experience in classrooms. The study reveals that the major challenges of their first years of teaching are related to lesson delivery, managing behaviour, unmotivated students, and students with learning disabilities. The findings from the literature on the novice teachers’ socialization suggest that policy gap between initial training at college and realities novice teachers face suggest that support should be provided in areas necessary for beginning teachers to grow into the profession such as learning experience at initial training, daily teaching, relationship with colleagues, leadership, relationship with parents, and community sponsor.
Studies focusing on both novice teachers and mentors should be carried out in the future. This research seeks to explore the experience of novice English teachers during their first years of in-service including some aspects of professional socialization. However, to capture a more comprehensive picture of the theme, further research needs to be conducted by gathering data from different sources and methods in a complementary manner.

제안 방법

In this context, this study aims to propose some implications for policy to provide support to novice teachers struggling to cope with the crisis and continue their professional learning and formation on the basis of the information on the beginning teachers’ socialization using the survey tool on teachers views on the relevant issues.

대상 데이터

The questionnaires were sent to the 99 secondary schools by 17 local offices of education, where newly qualified teachers were appointed. One novice teacher from the schools was asked to complete the questionnaire and return to the researcher.

이론/모형

The responses by the teachers with different socio-demographic information are analyzed using the statistical analysis tool to see the tendency and differences among the variables, gender, age, school level and location.

후속연구

This research seeks to explore the experience of novice English teachers during their first years of in-service including some aspects of professional socialization. However, to capture a more comprehensive picture of the theme, further research needs to be conducted by gathering data from different sources and methods in a complementary manner. Implications from such research findings would be valid and useful in providing teacher support.

참고문헌 (18)

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상세보기
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상세보기
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상세보기
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상세보기
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상세보기
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상세보기
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상세보기
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상세보기
S. Akcan, "Novice non-native English teachers' reflections on their teacher education programmes and their first years of teaching," PROFILE Issues in Teachers' Professional Development, Vol.18, No.1, pp.55-70, 2016. Retrieved from http://dx.doi.org/10.15446/profile.v18n1.48608,

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