지역화학습을 위한 수업설계 및 실행과정에서 발현되는 교사행위주체성 탐구 = Study on the Teacher Agency in Lesson Planning and Implementation for Regional Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study is to observe the aspects of teacher agency that appear in the process of lesson design and implementation for local learning and to explore the contextual factors that influence them. To this end, the concept of teacher agency and theoretical background were analyzed to derive an analytical framework for class observations and interviews. Based on the analysis framework, we observed the lesson design and implementation process of three elementary school teachers in Ulsan and collected and analyzed in-depth data through interviews. The revealed patterns of teachers’ agency are as follows.
Teacher A, as a self-directed researcher focused on curriculum integration, sought to foster students' love for the region beyond their understanding of the region. Teacher B, as a leader in the cooperative inquiry-oriented community, encouraged students to continue to be interested in our region based on their positive perception of the region. Teacher C, as a collaborative researcher focused on the development of localized materials, set the goal of local learning to promote awareness of local problems and the will to solve them as a region connected to students' daily lives.
Based on the ecological approach model of teacher agency, the factors affecting teachers' local learning awareness and teaching are as follows. First, in the iterative dimension, teachers recognized the present through their past experiences and were influenced by it to practice actions in the present.
Second, based on the ecological perspective model of teacher agency, at the realistic-practical level, factors affecting teachers' lesson plans and implementation for local learning were divided into facilitators and inhibitors. The promoting factors appeared to be strengthening personal capabilities through various experiences and increasing teachers' expertise through class reflection. The hindering factors are the dominant national curriculum, the absence of cooperation and communication with families, and the lack of teacher training and local learning content at the education office level.
Third, the contextual factors at the projective level were divided into short-term goals and long-term goals. The short-term goal is to stimulate students' interest and interest in the region and change their positive perception. The long-term goal is to cultivate patriotism through understanding of the region's roots and continued interest.
The educational discussions and implications revealed through this study are as follows. First, based on teacher agency, teachers can freely and actively construct teacher education courses. Second, teachers can play the role of growing experts by constructing diverse experiential knowledge for local learning. Third, as a facilitator connecting home-school-community, it can enable meaningful local learning based on the network of school, home, and community.