유아교사의 반성적 정서저널쓰기 과정의 의미 탐색 = An Analysis of Meanings of Early Childhood Teachers' Experiences on Self-reflective Emotion Journaling

다국어 초록 (Multilingual Abstract)

This study seeks to explore preschool teachers’ experiences of writing reflective emotion journals. Ten preschool teachers participated in a 10-week project and submitted 2-3 journals per week. While they wrote the journal, they reflected their own and children’s emotional expressions and experiences. The data sources were emotion journals, in-depth interviews, and a collection of emails. The findings revealed the emotional tensions, challenges, and complexities that are associated with teaching. Preschool teachers used journals as a safe place to vent their positive and negative emotions and had opportunities to look back on their undesirable emotional expressions. They became more attentive to children’s emotions and tried to be helpful to regulate them. In addition, they experienced change in their attitudes toward children in terms of considering children’s perspectives rather than teachers’.
In addition, preschool teachers became aware that they influence children’s emotional states and they need to be appropriate role models of emotional expressions. These findings are discussed in terms of need for the reflective process to keep an eye on teachers’ emotions.

국문 초록 (Abstract)

본 연구는 유아교사들이 정서저널 쓰기를 통해 자신의 정서를 반성적으로 고찰해 가는 경험의 과정을 심층적으로 탐색해 보고자 하였다. 연구참여자는 서울 소재 전문대학 유아교육과 심화과정에 재학 중인 10명의 유치원 교사들이었으며 이들은 16주 중 10주를 선택해 매 주 2-3회 이상 교사자신과 유아의 정서를 반성적으로 되돌아보면서 정서저널 쓰기를 진행했다. 연구결과 유아교사들은 저널을 긍정적 부정적 정서가 분출되는 공간으로 활용했고, 정서저널 쓰기과정에서 자신의 감정표현에 대해 뒤돌아보았고, 유아의 정서표현에 보다 예민하게 반응하고, 감정조절을 돕게 되었다. 또한 정서저널을 쓰는 과정에서 유아교사들은 자신의 관점에서 벗어나 유아의 입장에서 상황을 바라보게 되었으며 자신이 유아의 정서에 미치는 영향을 인식하게 되었다고 한다. 끝으로 정서저널쓰기 과정에서 유아교사들은 유아들에게 있어 자신이 정서표현의 모델이 되고 있으며 이에 따라 바람직한 모델링의 필요성을 인식하게 되었다. 유아교사들 삶의 정서적 차원과 정서저널쓰기의 의미에 관한 본 연구의 결과는 유아교사가 정기적으로 자신의 정서를 점검해서 유아들에게 어떤 영향을 주고 있으며, 유아의 정서발달을 조력하는 자신의 모습을 파악해보는 반성적 과정이 필요함을 제안한다.

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