유아교사를 위한 집단 멘토링의 의미 탐색 = Exploration of the Meaning of Group Mentoring for Early Childhood Teachers

다국어 초록 (Multilingual Abstract)

The purpose of the study was to explore the meaning of group mentoring for early childhood teachers in order to examine the effective strategies to apply group mentoring program for early childhood teachers` professional development. The participants were 5 early childhood teachers who had 3 to 6 years working experiences with young children in the early childhood centers. The group mentoring programs in the study were consisted of 15 times group meetings, individual conversation via e-mail between mentor and each mentee, and irregular classroom observations. The whole sessions took place during 4 months. The theoretical framework in terms of research methodology in the study was Narrative Inquiry that was conceptualized by Clandinin. The types of data that were collected and analyzed by researcher were group discussion records, classroom observation note, in-deep interview records, and journals written by research participants and researcher. The results of the study indicated that group mentoring helped improve early childhood teachers` teaching capacity in terms of lesson planning, interaction with young children, and evaluating lessons and children`s learning. Also, teachers gradually developed a collaborative relationships among them which is essential element for professional development. Teachers do not feel comfortable with mentor for the first time, but later they accepted her as an emotional and professional supporter. The roles of mentor which played a part in improving rnentee`s development were making them feel comfortable, guiding, connecting among mentees, stimulating, and supporting. In conclusion, group mentoring would be an effective supervision approach for early childhood teacher`s professional development.

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