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Hermeneutic Phenomenological Study on Beginning Science Teachers' First Three Months Teaching Experience

초임 과학교사들의 교직 첫 3개월간의 경험에 대한 해석학적 현상학 연구

  • Received : 2019.12.02
  • Accepted : 2019.12.22
  • Published : 2019.12.31

Abstract

This study is a hermeneutic phenomenological study on the experiences of 10 beginning science teachers who have been building positive or negative identity as teachers for the first 3 months. This study was conducted by four steps of the phenomenological qualitative research process suggested by Yeu (2015) based on the study of hermeneutic phenomenology suggested by van Manen (1990). The main data of this study is the transcription data of the telephone interviews collected in consideration of the working area of the research subjects. The main theme is found by categorizing and conceptualizing the meaning of the phenomenon revealed in the data and the process of confirming the legitimacy of the main theme. The results of this study show that the experiences of beginning science teachers that could affect their positive identity as teachers have common moments when they realize that 'I am a necessary person for someone'. On the other hand, the teachers create negative teacher identity when they doubt their teaching competency, particularly when they are not confident about their attitudes toward students or when they are unable to engage students actively in lessons. The results of this study provide important implications for pre-service science teacher preparation program in Korea.

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