정서·행동 위기 학생 지도에서 초등 담임교사가 경험한 전문상담교사와의 협력적 자문에 관한 내러티브 탐구

초록

This study explored, through narrative inquiry, the psychological changes and reconstruction of professional identity experienced by an elementary school homeroom teacher (Teacher A) who engaged in collaborative consultation with a school counselor while supporting a student experiencing emotional and behavioral challenges. Using Clandinin and Connelly's (2000) three-dimensional narrative inquiry space (temporality, sociality, and place) as the analytic framework, data were collected through in-depth interviews, student guidance journals, and messenger conversation records, and data triangulation was conducted. The analysis yielded five themes: first, a defensive view of teaching shaped by early experiences of deprivation; second, a psychological rupture arising from repeated failures of control and accumulated anxiety; third, a collaborative relationship opened through the school counselor's proactive approach; fourth, an active process in which the teacher trusted the consultation while simultaneously pursuing independent exploration; and fifth, the reconstruction of the teacher's view of teaching. Consultation functioned as both a catalyst for perspective transformation and a source of psychological support, whereas the teacher's independent exploration reflected not distrust of the consultation but a proactive sense of responsibility for the classroom community. By examining the consultee's inner experience, this study broadens the understanding of collaborative consultation from the perspective of consultees. It further proposes strengthening the role of school counselor in consultation, institutionalizing routine collaborative consultation practices within schools, and enhancing both preservice preparation and in-service professional development through peer consultation training. The significance of the study is discussed.

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