Journal of the Korean School Mathematics Society (한국학교수학회논문집)

The Korean School Mathematics Society (한국학교수학회)
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Preservice mathematics teacher education using the autobiographical method: A journey of finding an authentic self for preservice mathematics teachers as agents of educational equity

자서전적 방법을 통한 예비수학교사 교육: 교육평등 실천을 향한 예비수학교사들의 참 자아 발견의 여정

  • Received : 2023.11.11
  • Accepted : 2023.12.13
  • Published : 2023.12.30
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Abstract

As teacher identity affects teachers' decision making about teaching practice, there is an increasing concern about teacher identity. In this context, this study investigates the transformation of mathematics preservice teachers' identity by analyzing the autobiographies of the preservice teachers who had participated in a mathematics teacher education course at a college of education. The 12 preservice teachers wrote their autobiographies according to the four steps presented by Pinar: 'regressive', 'progressive', 'analytical', and 'synthetical'. A total of 48 autobiographical articles were collected for analysis. We analyzed those articles qualitatively to identify 5 themes: 'mathematics', 'mathematics teachers', 'peers', 'parents', and 'privilege'. The analysis focused on how these themes were represented in the preservice teachers' autobiographies to reveal the transformation of their identities. The results show that the autobiographical method helped the preservice teacher cultivate their identities to appreciate diversity and equity in mathematics class. Based on the results, we discuss implications for mathematics teacher education for educational equity.

최근 교육평등이 사회적 화두로 등장하며 교육평등을 실현하기 위한 교사전문성 요소로서 교사정체성의 중요성에 대한 인식이 높아지고 있다. 이러한 맥락에서 본 연구는 국내 사범대학에서 수학교육을 전공하는 예비교사들을 대상으로 운영되었던 교사교육 강의에서 이루어진 자서전 쓰기 활동을 통해 예비교사들의 정체성이 변화해가는 과정을 분석하였다. 연구에 참여한 12명의 예비교사들은 자서전적 방법에서 제안하는 '후향', '전향', '분석', '종합' 각 단계의 주제에 맞추어 자서전을 작성하였고 연구자들은 이들이 작성한 총 48편의 자서전을 수집하여 질적 분석을 실시하였다. 분석 결과 예비교사의 자서전에서 '수학', '수학교사', '또래', '부모', '특권'의 5개 중심 주제를 도출하였고 각 단계마다 이들 주제와 관련된 예비교사들의 경험, 신념, 태도 등이 이야기되는 방식을 비교하며 예비교사들의 정체성이 변화하는 과정을 탐색하였다. 이러한 분석 결과를 바탕으로 문화적으로 다원화되는 학교에서 다양성에 대한 수용성과 교육평등의 보장을 촉진하는 교사전문성 함양 방안으로서 자서전적 방법 활용에 대한 시사점을 논의하였다.

Keywords

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