Journal of Science Education (과학교육연구지)

Science Education Research Institute Kyungpook National University (경북대학교 과학교육연구소)
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Variations of Shared Learning in Trading Zone: Focus on the Case of Teachers in the 'Learning Community of Woodworking'

교역지대 내에서 공유된 배움의 다양한 변주: 목공 학습 공동체 교사들의 사례를 중심으로

  • Received : 2019.06.24
  • Accepted : 2019.08.26
  • Published : 2019.08.31
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Abstract

This study attempts to understand the context of shared learning in the trading zone formed by teachers from different backgrounds and the process in which this shared learning varies in the educational context, focusing on the case of 'Woodwork Science Education Study Group.' To do this, data was collected through in-depth interviews with eight teachers who participated in the 'Woodworking Science Education Research Group' and analyzed their responses based on grounded theory. As a result, the causal conditions of the teachers' research group were 'various contexts of entering the trading zone' and the central phenomenon was 'encounter with learning in the trading zone.' Contextual conditions affecting this phenomenon were 'woodwork as a boundary object and individual transfiguration experience,' and action/interaction strategy was 'various efforts and influences in the field.' The intervention condition was 'practical effort and experience in educational field.' Final result in this model is 'the new practice of learning shared in the trading zone.' In selective coating, it was found that the practice of the teacher's research group appears as four types of' 'Extracurricular creative experience type,' 'career education type,' 'curricula education type,' and 'school management type.' The results of this study suggest that the shared learning and antonymous practice among teachers in the teachers' research group as trading zone do not only meet their learning needs but also lead to various teaching practices in the individual teachers' context of education and improve the diversity and quality of education.

이 연구에서는 '목공과학교육연구회'라는 교사연구회의 사례를 중심으로 서로 다른 배경의 교사들의 모여 형성한 교역지대 내에서 이루어지는 배움의 공유와 이 배움이 교육현장에서 다양하게 변주되는 과정을 탐색하였다. 이를 위해 '목공과학교육연구회'에서 활동한 8인의 교사들과 심층 면담을 하며 자료를 수집하고, 근거이론 패러다임 모형에 따라서 이 자료를 질적으로 분석하였다. 근거이론 모형에 따른 분석 결과 교사 연구회 실천의 인과적 조건은 '교역지대 진입의 다양한 맥락'이었고, 중심현상은 '교역지대에서의 배움'이었다. 맥락적 조건은 '경계물로서의 목공과 나만의 적용경험'으로 나타났고, 작용/상호작용 전략으로는 '다양한 현장 속 실천 노력과 영향요인들'이었다. 중재적 조건은 '교육현장에서의 실천 노력'이었다. 결과적으로 패러다임 모형의 결과는 '교역지대에서 공유한 배움의 새로운 실천'으로 나타났다. 또한 선택코팅 결과 교사 연구회의 실천은 '비교과 창의 체험형', '진로교육형', '교과교육형', '학교경영형'이라는 네가지 유형으로 나타남을 규명하였다. 이러한 연구 결과를 바탕으로 교사연구회라는 교역지대에서 이루어지는 교사들의 공유된 배움의 실천은 이들의 배움의 욕구를 충족시킬 뿐만아니라, 교사 개개인의 맥락 속에서 다양한 교수적 실천으로 변주되며 교육의 다양성과 질의 향상을 이끌 수 있음을 제언하였다.

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