초등학교 교사들이 수업에서 경험하는 교사정서: 내러티브 탐구

초록

This study aimed to explore the emotional experiences of elementary school teachers through narrative inquiry. Three elementary school teachers were selected as participants. The analysis involved interviews, field notes, and research journals. The participants' experiences were examined through a three-dimensional narrative framework of time, space, and place. The research process included entering the field, constructing the field text, interpreting the meaning of the experiences, and transforming the field text into the study text. Key experiences that emerged from the participants' narratives included instructional preparation and design, positive emotions experienced in the classroom, negative emotions encountered in the classroom, the impact of positive feedback, and the physical and psychological exhaustion stemming from negative emotions. Within the participants' narratives, the significance of emotional experiences for teachers was found to revolve around caring instruction, maintaining balance in the classroom, positive interactions with students, negative emotions carrying the classroom, and the hope for student growth. This study is valuable as it enhances our understanding of educational experiences and fosters social awareness of the challenges faced by elementary school teachers.

키워드