Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
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An Elementary School Teacher's Perspective of the Meaning of Communication and Cooperation with After-school Teachers

초등 교사의 방과후 돌봄 교사와의 의사소통과 협력에 대한 의미

  • 우진경 (숙명여자대학교 아동복지학부) ;
  • 서영숙 (숙명여자대학교 아동복지학부)
  • Received : 2015.01.31
  • Accepted : 2015.04.23
  • Published : 2015.04.30
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Abstract

In this study, an analysis of the actual conditions and needs regarding elementary school teacher's levels of cooperation was conducted. This was done from the assumption that it is essential for good communication and cooperation to exist between elementary school teachers and after-school care teachers to provide the most reliable after-school care environment possible. Individual interviews with 6 elementary school teachers were conducted, and the results of the data analysis were as follows. First, the necessity for close communication and interaction between teachers was clearly established, due to the obvious advantages obtained from cooperation on supporting children and improving the teacher's levels of expertise. However, contrary to this, the elementary school teachers in fact did not have very good communication between themselves and the after-school care teachers. Second, the problems in cooperation revealed a degree of disapproval regarding the perceived independence of after-school care teacher's duties, a sense of burden arising from interaction with a large number of teachers, the lack of communication time due to the workload of elementary school teachers, and the lack of material resources. Third, teachers further stated that although they were generally interested in after-school care classes, and showed approval of the role of after-school care teachers, regular meetings, and an expansion of the current messenger systems of communication with after-school teachers are clearly needed.

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References

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