기록하는 교사

오영범 저자(글)

교육과학사 · 2018년 08월 02일

책 소개

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.

작가정보

저자(글) 오영범

저자 오영범
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.

[저서]
2012 공저. 체계적 수업분석을 통한 수업컨설팅. 학지사.
2016 공저. 좌충우돌 행복학교 이야기. 아카데미프레스.
2016 공저. 질적자료분석: 파랑새2.0 소프트웨어. 아카데미프레스.
2017 개인. 교사 전문성과 수업: 질적 연구를 통한 실천적 접근. 교육과학사.
2018 공저. 자기수업컨설팅. 학지사.

[논문]
2015. 초등학교 교육과정과 수업설계의 자원으로서 스마트폰: 아동들의 교육적 경험. 한국교육, 42(1), 167-195.
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.
2016. 학습동기를 위한 초등학교 교사들의 수업방법에 대한 사례연구. 초등교육연구, 29(1), 71-79.
2017. 프로젝트 수업 사례를 통한 프로젝트 수업의 의미 탐색. 한국교육, 44(1), 5-32.
외 KCI 등재지 20여 편 게재 및 출판

목차

• 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

기본정보

ISBN	9788925412955
발행(출시)일자	2018년 08월 02일
쪽수	270쪽
크기	175 * 226 * 16 mm / 580 g
총권수	1권

Klover 리뷰 (2)

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교사에게서 기록이란 얼마나 필요하고 중요한가를 다시 알게 해 준 유익한 도서입니다. 기록을 통해 학생에 대한 깊은 이해와 행동 변화를 시도해보고 싶은 교사라면 꼭 읽어야할 필독도서인것 같습니다.