초등학교 담임교사의 ‘학습역량 도움 프로그램’ 참여 경험

국문 초록 (Abstract)

이 연구는 제주특별자치도교육청이 추진 중인 ‘학습역량 도움 프로그램’이 초등교사에게 과연 어떤 의미로 다가오는지, 그들의 생생한 경험을 토대로 살펴보고자 했다.
연구 결과, 쳇째, 초등학교 담임교사는 교육부의 정책, 제주특별자치도교육청, 학교의 운영계획이라는 맥락 속에서 기초학력을 보장하기 위해 ‘학습역량 도움 프로그램’에 참여했다. 6명의 연구참여자 모두는 ‘학습역량 도움 프로그램’을 교육결손 해소를 위한 교과보충 프로그램으로 인식하고 이를 수용했지만, 수용 정도는 달랐다.
둘째, 연구참여자들은 매뉴얼이나 지도 방법에 대한 안내 없이 시작하는 것에 대한 답답함과 성과를 내야 할 것 같은 부담감을 안고 시작했으나 학생과 학부모의 긍정적 표현, 교육청 및 학교의 후한 지원을 통해 교사의 내적 동기를 강화하며 체계적이며 지속적으로 지도하였다. 하지만 학생의 학습 의지의 단절, 학부모의 거부 반응, 시·공간 확보의 어려움 등으로 지원 대상 학생을 지도하는 데 어려움을 느꼈다.
셋째, 연구 참여자들은 ‘학습역량 도움 프로그램’ 참여를 통해 지도 결과뿐만 아니라 지도 과정에서 학생의 정의적 성장을 발견하여 교사들은 학생들을 잘 가르치려면 학습장애가 있거나 느린 학습자를 잘 이해하고 각 학생의 특성에 맞는 지도 방법을 투입하는 것의 중요성을 깨달았다. 나아가 교사의 전문적 연구 노력과 함께 대상 학생 지도에 필요한 시·공간의 확보 및 학급별 학생수 감축 등 환경적 지원, 기초학력진단검사 시기를 학년말로 조정하여 새학기부터 바로 지원이 가능하도록 하는 제도적 지원의 필요성을 느꼈다. 끝으로 ‘학습역량도움 프로그램’의 효과적인 지도를 위해서는 학생의 의지와 학부모의 협력이 필요하다는 것에 공감하였다.

다국어 초록 (Multilingual Abstract)

This study examines in what context elementary school homeroom teachers participate in the ‘Learning Competence Help Program’, what they experience while operating the ‘Learning Competence Help Program’, and what meaning they give to participating in the ‘Learning Competency Help Program’.
The results of the study on the experience of participating in the ‘learning competency help program’ of elementary school homeroom teachers are as follows.
First, the experience of elementary school homeroom teachers participating in the ‘learning competency help program’ to ensure basic academic ability was made in the context of the Ministry of Education’s policy, the Jeju Special Self-Governing Provincial Office of Education, and the school’s operation plan. The deepening of educational deficits due to COVID-19 affected the Ministry of Education's policies, which led to the establishment of the ‘1st Comprehensive Plan for Guaranteeing Basic Academic Ability’ by the Ministry of Education, and the establishment of the ‘learning competency help program’ operation plan by the Jeju Special Self-Governing Provincial Office of Education. In elementary schools, a ‘learning competency help program’ was operated. Elementary school homeroom teachers are all accepting participation in the ‘learning competency help program’, a curriculum supplement program to resolve educational deficits, but the degree of acceptance was different. In order to resolve educational deficits, they sympathized with the purpose of operating the ‘Learning Competency Help Program’ and recognized that guiding students subject to learning support was a teacher's job, so they took an active attitude of acceptance. It was recognized and accepted.
Second, the elementary school homeroom teachers participated with the frustration of starting the ‘Learning Competency Help Program’ without guidance or guidance on how to teach, and the burden of having to produce results because they are teaching while receiving a guidance allowance. However, she systematically and continuously guided teachers by discovering students' willingness to study, expressing gratitude from parents, and strengthening teachers' internal motivation through generous support from the education office and schools. However, she felt difficulties in guiding students who were subject to learning support due to the students' willingness to be disconnected, the parents' rejection reaction, and the difficulty of securing time and space. Despite these difficulties, teachers have come to recognize their calling so that they can focus on the students' self-esteem, the defining domain, rather than the students' learning outcomes.
Third, elementary school homeroom teachers' students experienced growth not only in terms of results but also in terms of definition. Therefore, teachers felt the need for teachers' efforts to understand students such as learning disabilities and slow learners in order to teach students well and to put in teaching methods suitable for each student's characteristics, securing time and space and the number of students in each class. It was felt that institutional support was needed to enable immediate support from the new semester by adjusting the period of environmental support such as reduction and basic academic ability diagnostic test to the end of the school year. In addition, they agreed that the will of students and the cooperation of parents are necessary for effective guidance of the ‘learning competency help program’.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과
• Ⅴ. 결론
• 참고문헌