본 연구는 프로젝트 학습을 수행한 경험이 있는 5명의 초등교사의 체험을 그 과정에서 겪은 아동과 교사의 이미지 등 교사의 삶 전반에 대한 변화를 그들을 인터뷰한 기록 자료를 바탕으로 해석학적 현상학에 의해 드러낸 연구이다. 연구에 참여한 교사들은 아동 개개인의 주관성을 바탕으로 아동들의 상황을 존중하는 프로젝트 교수-학습과정을 통해 강하고 유능한 아동을 발견하게 됨으로써 현 학교교육에서의 교사의 역할에 대해 반성하는 계기를 갖게 된다. 정해진 교육과정의 틀에서 교육을 해오면서 아동위에 있다는 권위적인 생각을 버리고 더 이상 교사는 지식 전달자요, 학습을 안내하는 안내자가 아니라 지식의 공동 구성자임을 이해하게 된다. 그에 따라 아동을 면밀히 관찰하고 그들의 말에 귀 기울이며 기록 작업을 통해 스스로 반성하고 활동 자료를 수집하고 동료 교사와의 긴밀한 협력 관계를 유지하여 끊임없이 토론하고 해석하게 되는 열린 자세의 교사가 되어간다. 또 아동의 의미는 학습을 지원하기 위해 더욱 민감해지고 새롭게 구성된 아동관과 교사관이 바탕이 되어 교사의 삶에 총체적인 변화까지 체험하게 된다. 그리고 교사들은 이러한 체험을 통해 교사 자신 안에 잠재되어 있던 능력 또한 발견하게 되고, 자존감과 자신감을 갖고 학교생활뿐만 아니라 자신의 삶 속에서도 긍정적이며 자긍심을 가지고 생활해가는 변화를 겪게 된다.
The purpose of this study was to examine the experiences of elementary school teachers as they conducted project learning in an attempt to understand the profound changes experienced by teachers throughout this experience. To address this research question, van Manen's hermeneutic phenomenological approach was applied because this qualitative research methods makes it possible to approach subjects in a more practical and holistic way. In addition, an experiment was conducted to focus on the nature of experiences, existential investigation, reflection on hermeneutic phenomenology, and writing from the perspective of hermeneutic phenomenology. The subjects selected for this study were five elementary school teachers who had never offered project learning before. From the teachers, in‐depth interview data, journals, letters, and articles were gathered from September 2006 through November 2006. Analysis of the teachers’ statements revealed three themes: “kids who give lessons,” “embracing kids deep in heart,” and “listening to oneself,” The three themes were classified into subcategories. Four major findings resulted from this study. First, project learning changed elementary school teachers' views of their children. Although they previously considered many of their students to be feeble and passive, they now viewed them as competent and as having elastic potential. As a result of project learning, teachers believed that children had the spirit of inquiry, were full of curiosity, and could lead their own learning. Second, project learning changed elementary school teachers' view of the role of teachers in education. They came to regard children as joint constructors of knowledge who could take the initiative in projects, and as life companions. Teachers listened to them and understood them deeply, which allowed them to have a deeper relationship with them and back them up in a discreet way. Third, the fulfillment of project learning brought a change to the overall lives of the elementary school teachers. The experience enabled them to find their hidden abilities, and to live in a manner becoming of a teacher, with confidence and self-esteem. Fourth, the experience of fulfilling project learning gave teachers perspective about the images of themselves that they projected in their classrooms.
The purpose of this study was to examine the experiences of elementary school teachers as they conducted project learning in an attempt to understand the profound changes experienced by teachers throughout this experience. To address this research question, van Manen's hermeneutic phenomenological approach was applied because this qualitative research methods makes it possible to approach subjects in a more practical and holistic way. In addition, an experiment was conducted to focus on the nature of experiences, existential investigation, reflection on hermeneutic phenomenology, and writing from the perspective of hermeneutic phenomenology. The subjects selected for this study were five elementary school teachers who had never offered project learning before. From the teachers, in‐depth interview data, journals, letters, and articles were gathered from September 2006 through November 2006. Analysis of the teachers’ statements revealed three themes: “kids who give lessons,” “embracing kids deep in heart,” and “listening to oneself,” The three themes were classified into subcategories. Four major findings resulted from this study. First, project learning changed elementary school teachers' views of their children. Although they previously considered many of their students to be feeble and passive, they now viewed them as competent and as having elastic potential. As a result of project learning, teachers believed that children had the spirit of inquiry, were full of curiosity, and could lead their own learning. Second, project learning changed elementary school teachers' view of the role of teachers in education. They came to regard children as joint constructors of knowledge who could take the initiative in projects, and as life companions. Teachers listened to them and understood them deeply, which allowed them to have a deeper relationship with them and back them up in a discreet way. Third, the fulfillment of project learning brought a change to the overall lives of the elementary school teachers. The experience enabled them to find their hidden abilities, and to live in a manner becoming of a teacher, with confidence and self-esteem. Fourth, the experience of fulfilling project learning gave teachers perspective about the images of themselves that they projected in their classrooms.