중학교 교사의 기초학습 지원 실천 경험을 통한 교육적 의미 탐색

초록

Amid growing concern over declines in students’ basic academic competence, South Korea has implemented various state-level support policies; however, research on school-level enactment and teachers’ day-to-day practices remains limited. Centering teachers as key agents, this study employed a qualitative design, using thematic analysis (Braun & Clarke, 2021) combined with constant comparative methods (Corbin & Strauss, 2018) to investigate their lived experiences and educational meanings. Four middle school teachers with over five years of ongoing support experience participated in in-depth interviews and a focus group interview (FGI). Findings reveal that teachers understood foundational learning support not merely as academic remediation but as an integrated practice of restoring students’ presence, cultivating relational care, and tactically addressing institutional gaps. They enacted ethical responsibility and engaged in tactical practices to create inclusive learning environments for marginalized students. At the same time, heavy reliance on individual commitment raised concerns about sustainability and limited institutional support. Based on these insights, this study proposes five key directions for structural transformation: (1) establishing presence-based education that recognizes students as more than academic deficits, (2) institutionalizing school-level implementation teams to replace ad hoc individual efforts, (3) developing teacher-training systems grounded in classroom practice, (4) supporting student-led, experience-based programs, and (5) positioning teachers as co-designers rather than mere executors of educational policy. Consequently, foundational learning support is reconceptualized as the integration of presence, care, and institutional structure, highlighting the educational and ethical significance of both teachers’ and students’ lived experiences.

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