예비유아교사를 위한 액션러닝 기반 유아기 괴롭힘 예방 및 개입 프로그램이 공감능력과 정의민감성에 미치는 효과

다국어 초록 (Multilingual Abstract)

Bullying among young children has recently drawn attention as a socio-emotional problem emerging even before school age, and teachers’ personal and moral competencies have been emphasized as key factors in its prevention and intervention. In particular, empathy—the ability to understand and respond to others’ emotions—and justice sensitivity—the ability to perceive unfair situations and make fair judgments—are major variables related to teachers’ responses to bullying. This study aimed to develop an action learning-based program for pre-service early childhood teachers and to verify its effects on empathy and justice sensitivity. The cyclical structure of action learning (problem recognition-planning-action-reflection) was applied to help pre-service teachers integrate moral judgment and empathic understanding through case-based learning and reflection. Participants were 57 pre-service early childhood teachers enrolled in a university in Gyeonggi Province. The experimental group received the action learning-based program, while the control group received regular lectures. Results showed that the experimental group demonstrated statistically significant improvements in both empathy and justice sensitivity compared to the control group.<BR/> These findings suggest that action learning is an effective instructional approach to simultaneously enhance pre-service teachers’ empathic understanding and moral sensitivity, providing practical directions for early childhood teacher education in preventing bullying.