교양수업 ‘문학읽기’에서의 교수자 성찰과 수업 경험의 재구성에 대한 자문화기술지

초록

This study explored how an instructor was enabled by a liberal arts course on literary reading. The instructor improved their teaching practices, and this process was embodied as personal and professional growth. Using an autoethnographic approach, the study recorded and analyzed the instructor’s teaching methods, emotional responses, and interpretive changes that occurred in the classroom situations during the course. The findings are as follows. First, through interaction with students, the instructor shifted from being a class manager or transmitter of knowledge to a reflective practitioner who reconstructs meaning through their own practice. This revealed that a university professor’s professional identity is not fixed but continuously reshaped through reflection and interactions in the educational field. Second, the instructor’s reflection was concretized through students’ responses and classroom contexts, demonstrating a reciprocal structure in which the qualitative improvement of teaching and the instructor’s personal growth are mutually reinforced. Third, the instructor came to reconceptualize literary reading not merely as text interpretation but as a practical space where the essential transformation of education occurs. These findings suggest that literature-based liberal arts education can foster students’ personal growth through the instructor’s reflective practices and serve as a relational and reciprocal model for co-growth between instructors and learners.

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