CAJ | 학술논문

教师在参与应用戏剧教学法的培训过程中,通过在虚构情景中扮演与体验“假想（what-if）角色身份”,使其“本然”（what-is）的自我角色身份起了变化.他们在经历自身的转变后,促使他们反思旧有的教学观念,以新的目光去看待自己及自己的教学身份及与学生的关系,从而尝试新的教学模式.通过个案剖析教师在学习及实践戏剧教学法的过程中,所经历以上提及的变化,从看待自己的角色转变伸延到教学上的角色转变,影响学生对他们的态度转变,正面促进师生关系.探讨关于持续维持这些转变的因素如教师信心建立、外力认可、教学氛围、实践机会与校方鼓励的不确定所带来的挑战.
교사재삼여응용희극교학법적배훈과정중,통과재허구정경중분연여체험“가상（what-if）각색신빈”,사기“본연”（what-is）적자아각색신빈기료변화.타문재경력자신적전변후,촉사타문반사구유적교학관념,이신적목광거간대자기급자기적교학신빈급여학생적관계,종이상시신적교학모식.통과개안부석교사재학습급실천희극교학법적과정중,소경력이상제급적변화,종간대자기적각색전변신연도교학상적각색전변,영향학생대타문적태도전변,정면촉진사생관계.탐토관우지속유지저사전변적인소여교사신심건립、외력인가、교학분위、실천궤회여교방고려적불학정소대래적도전.
In the training process of the application of drama teaching method, teachers role play and experience the ＂what-if＂ role in the imaginary situations, which leads to a change of ＂what-is＂ role. The self-transformation drives the teachers to make reflections on their previous teaching concepts and to view the self and their teaching identity as well as teacher-student relationship from a new perspective; and thus they make a trial of new teaching mode. The study examined the transformation of teachers in the process of learning and practicing the drama teaching method based on four cases, from the role change of self to the role change in teaching, which caused a change of student attitudes to teachers and improved teacher- student relationship. The study further investigated the challenges caused by factors that maintain these changes such as the building of teachers＇ confidence, recognition from others, teaching atmosphere, the uncertainty of practice opportunities and encouragement from the school.