‘공감과 비판적 사고의 만남’을 경험한 영유아교사 학습공동체 이야기

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze a case in which early childhood teachers, aware of both the importance and the challenges of empathy, formed a learning community to explore the reasons behind these difficulties and to seek solutions through critical thinking. The community, composed of five teachers form E Childcare Center in G District, S City, operated from July 29, 2024, to April 18, 2025. The findings indicate that the teachers, guided by shared problem awareness and common goals, engaged in open dialogue and various activities focused on empathy and critical thinking, thereby experiencing the intersection of these two concepts. Through a repeated cycle of “problem recognition - willingness to change - collaborative learning - renewed recognition of challenges - application and sharing,” the teachers learned to suspend subjective judgments in challenging situations and transformed into practitioners who pursued genuine empathy by asking questions to understand young children’s thoughts and emotions. This study highlights the potential of critical thinking to address difficulties in practicing empathy, as demonstrated through the experiences of this teacher learning community.