aside banner 교육과학사 추천도서 안내 새로운 신간 소식 교육과학사 자료실 견본 미리보기 제공 강의용 견본신청


지성공간

기록하는 교사
판매가
수량
저자
오영범
발행일
2018-08-02
ISBN
978-89-254-1295-5(93370)
페이지
270
판형
크라운변형
학생에 대한 누적된 글쓰기는 교사로 하여금 심층적인 이해의 길로 안내한다. 한 학생에 대한 집중적인 글쓰기는 평소에 발견하지 못했던 새로운 측면을 발견하게 해 준다. 교실에서 친구들과의 관계 형성이 어려운 한 학생이 있다면, 교사는 글쓰기를 통해 원만하지 못한 구체적인 이유나 원인을 파악할 수 있다. 글쓰기를 통한 구체화 작업은 교사의 의식 속에 맴돌던 막연한 생각을 체계적으로 정리해 주는 효과가 있다. 교사들이 글을 써야 하는 이유가 여기에 있다.

∙ 머리말 / 3


제1부 교사의 글쓰기
1. 심층적인 학생 이해 ························································13
글쓰기의 출발 ‘민감해지기’ ·················································13
낯설게 보기 ································································18
학생 진단과 교육 방향 설정 ················································24
2. 반성적 성찰 촉진 ··························································36
‘기록’은 성찰의 유용한 도구 ················································36
동료 교사를 통한 성찰 ······················································40
행정 업무와 수업 ···························································44
3. 수업 개선 ··································································48
수업 전사를 통한 수업 보기 ················································48
공개수업의 패턴 ····························································60
철학에 기반한 수업 자율성 ··················································64
4. 새로운 실천의 토대 ························································67
체육 시간을 활용한 작은 소풍 ··············································69
친구와 말놀이 ······························································74
우리는 매트 구조대 ·························································77


제2부 아빠와 함께하는 생활 교육
1. 아이의 일상과 함께하기 ···················································81
아이의 작은 반응에도 관심을 ···············································81
노력하는 아이로 성장시키기 ·················································88
다양한 경험으로 세상에 다가가기 ···········································92
네 시간 동안 경험한 세 가지 유형의 의사 ···································95
학습 자신감 갖기 ··························································101
2. 여행을 통한 배움 ·························································104
여행의 설렘을 배움으로 ····················································104
여행지로 향하는 차 안에서의 놀이 ·········································108
여행은 좋은 구성주의 학습 ················································111
서천 국립생태원에서 만난 과학 ············································115
군산에서 만난 한국의 근대사 ··············································119
여행의 교육적 효과 ························································124
3. 아이들의 휴대용 놀이터 ‘스마트폰’ ·······································128
아이들에게 일상화된 스마트폰 ·············································128
스마트폰을 사용하고 싶어 하는 아이의 특별한 전략 ·························132
누나만 사주면 뺏어버릴 거야 ··············································135
스마트폰 사용의 원칙 ······················································139
스마트폰과 거리를 두기 위한 부모의 노력 ··································142


제3부 개나리 이야기
1. 개나리와의 만남 ··························································147
고개 숙인 아이 ····························································147
교실에서의 첫 만남 ························································150
선택적 함묵증 ·····························································153
개나리에 대한 동료 교사들의 관점 ·········································157
2. 개나리꽃 피우기 위한 노력 ···············································164
학교와 친숙해지기 ·························································164
일기장 대화 ·······························································167
개나리와 카톡 친구가 되다 ················································170
교우관계 조사 ·····························································173
일시적 담임 교환제 ························································177
체계적 기록을 통한 접근 ···················································182
3. 개나리를 둘러싼 갈등과 혼란 ·············································185
개나리를 위한 배려 ························································185
차별적 시선에 대한 고려 ···················································190
4. 교사의 성장통 ····························································195
작은 깨달음 ·······························································195
다시 찾아온 갈등 ··························································199
교사 역할의 범위와 한계 ···················································201
기대와 절망의 순환 ························································205
개나리를 돌아보며 ·························································210


제4부 글쓰기 위한 노력
1. 메모, 사색, 그리고 독서 ··················································217
글쓰기 씨앗 ‘메모’ ························································217
산책을 통한 사색 ··························································222
독서를 통한 근거 찾기 ·····················································226
비판적 독서 ·······························································228
2. 글쓰기 유용한 도구 ‘SNS’ ···············································230
온라인 개인 저널 ‘블로그’ ·················································230
상호 배움의 공간 ‘페이스북’ ···············································234


제5부 돌아보며 가야 할 길
1. 교사 성찰 ·································································241
여교사 다시 보기 ··························································241
교사 사명감과 행복 ························································247
모든 경계에는 꽃이 핀다 ···················································249
2. 자기 성찰 ·································································252
어느 새벽의 성찰 ··························································252
동굴의 우상 ·······························································256
나누는 용기 ·······························································258
발리 여행에서 얻은 성찰 ···················································259
돌아보며 가야 할 길 ‘성찰’ ················································262


참고문헌 / 263

경남 거창에서 태어나 자랐다. 교사의 꿈을 가지고 진주교육대학교에 진학하였고, 2000년에 첫 발령을 받았다. 지속적 배움에 대한 의지를 실현하기 위해 한국교원대학교와 부산대학교에서 교육학 석사, 박사 학위를 받았다. 이론과 실제를 연계하고 실천력을 높이기 위한 노력의 일환으로 질적 연구 방법을 적용한 다채로운 연구를 수행해오고 있다. 2017년에는 개인 연구물들을 모아 「교사 전문성과 수업: 질적 연구를 통한 실천적 접근」을 출판하여 세종도서 학술부문에 우수도서로 선정되기도 하였다. 글쓰기는 교사 전문성으로 이끌어주는 토대가 된다는 인식을 몸소 느끼고 현장 기반 글쓰기를 꾸준히 실천하고 있다.
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2016. 희망이의 성장 이야기: 개별화 수업 사례 연구. 한국교육, 43(4), 5-32.
2016. 한 교사의 실천적 지식에 담긴 의미 탐색: L교사의 교육 이야기. 평생학습사회, 11(4), 83-113.
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