유아기 괴롭힘 예방 및 개입을 위한 스마트러닝 기반 유아교사 멘토링 참여의 의미

다국어 초록 (Multilingual Abstract)

This study aimed to explore the meanings of early childhood teachers’ experiences and the application of smart learning-based mentoring designed for bullying prevention and intervention in early childhood. Participants consisted of three teachers working in kindergartens and childcare centers, the researcher, and six mentoring support members. The mentoring process was conducted over approximately six months, from February to July 2024, using Zoom, Google Drive, and KakaoTalk as platforms. Data were collected and analyzed from interviews between mentor and mentee teachers, recorded mentoring sessions, the mentor’s field journal, mentee teachers’ reflective journals, and KakaoTalk conversations between mentor and mentees. The findings were as follows. First, the mentee teachers’ experiences are represented by three themes: “the value of communication discovered through sharing,” “problem-solving ability gained through reflection,” and “confidence developed through practice.” Second, the application of smart learning was characterized by “flexibility of participation enabled by technological innovation,” “educational effectiveness through diverse media and collaborative interaction,” and “emotional connection extending beyond digital platforms.” The smart learning-based mentoring implemented in this study offers a practical and actionable approach to supporting teachers in preventing and intervening in early childhood bullying.