교육목적으로서의 내러티브 자아 개발을 위한 교수·학습의 전환

초록

This study aims to raise the need for the constructing of a new educational theory through the exploration of the narrative self and to explore the direction of the transformation of teaching and learning methods and teacher professionalism based on it. While traditional education has focused primarily on the transmission of objective knowledge, this study emphasizes the importance of forming a narrative self centered on learners' life experiences and inner reflection. For this purpose, Dewey's theory of experience, Bruner's story-making theory, and McEwan and Egan's narrative theory were analyzed. Our findings suggest that teaching and learning for narrative self-development is oriented toward narrative and reflective thinking, in which learners organize their experiences into stories. It goes beyond answer-oriented, subject-centered education and expects meaningful learning in the context of learners' lives. Story-based learning, reflective writing, and collaborative narrative activities are suggested as ways to realize this pedagogical shift, which requires a change in the role of the teacher as a facilitator of narrative formation rather than a transmitter of knowledge. Assessment methods should also shift away from simple memorization to one that centers on learners' thinking and growth. This study suggests that a pedagogical approach centered on the narrative self can deepen learners' self-understanding and contribute to improving the quality of education.

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