예비교사들의 교직 정체성 형성과정: 공교육과 사교육 경험의 성찰과 재구성

Abstract

By employing biographical research approach, this study explores the process of constructing teacher identity among 7 preservice teachers in a teacher education program at a university in Seoul. They have been constructing their own teacher identities through a variety of activities from teacher education programs, based on prior experiences of public schooling and private tutoring. This process is categorized into 'being confused', 'overcoming', and 'adjusting'. The first two stages showed their thoughts of teacher identity about teacher, class, student and school. And the stage of 'adjusting' reveals their career development plan related to teacher preparation. In the process of 'being confused', they expressed anxieties about a teacher's ideal role in an unfair school system with excessive emphasis on college entrance preparation. However, they tried to 'overcome' those anxieties by reconstructing their experiences. They drew ideal types of teachers again, tried to design classes that embraces students with different levels of academic performance, considered students' rights to education, and hoped to enter the schools where all students are respected and diverse extracurricular activities are also encouraged. Finally, the process of 'adjusting' showed their commitment to be successful in their teaching careers in the future.