지속가능발전교육(ESD) 지도 교사의 실천적 지혜와 전문성 형성에 대한 현상학적 탐색

초록

This study phenomenologically explores the experiences of teachers practicing Education for Sustainable Development (ESD) in order to examine how teachers’ practical wisdom (phronēsi ) and professional formation are developed through ESD teaching practices. While ESD in school contexts is often reduced to activity-oriented instruction, this study posits that the substantive realization of ESD depends on teachers’ reflective judgment and practice as they confront value-laden questions and uncertainty in educational settings. Data were collected through in-depth interviews and a focus group interview (FGI) with five elementary and secondary school teachers who had experience teaching ESD. The data were analyzed using Moustakas’s(1994) descriptive phenomenological procedures and interpreted through the lens of van Manen’s (1990) hermeneutic phenomenology. The findings reveal that teachers’ practical wisdom is formed through experiences of encountering students’ existential questions about life, navigating instructional uncertainty while adjusting pedagogical judgment, engaging in ethical practice that considers relationships and community, and extending the meaning of education into the life of the broader community. These findings suggest that teacher professionalism is not merely the mastery of instructional techniques, but a mode of ethical judgment in which virtue (aretē) and practical wisdom are integratively enacted. By illuminating the philosophical foundations of ESD practice through teachers’ lived experiences, this study seeks to extend ethical and educational discussions on teacher professionalism.

키워드