유아교사의 생활경험에 나타난 플로우와 정서 탐색 = Inquring the Flow & Emotion in Early Education Teacher's Daily Life Experiences

다국어 초록 (Multilingual Abstract)

The purpose of this study is to present the suggestion for probing for early education teacher's consultation and teacher education study's direction by diversified viewpoint about early education teacher and understanding early education teacher's daily life experiences. This study is based on Flow-Theory by Csikszentmihalyi and is inquired the flow & emotion in early education teacher's daily life experiences.
The concrete problems for the object of this study are as below :
1. How is a main activity in early education teacher's daily life experiences?
2. How is the flow in early education teacher's daily life experiences?
3. How is the emotion in early education teacher's daily life experiences?
To accomplish the concrete problems, the data were collected from 44 early education teachers selected in random by the experience sampling method (ESM) and individual interviews. The collected data were reviewed by a statistics analysis by using SPSS 15.0 for tendency and the result of the interviews were reviewed by content analysis.
The result of this study are as follows :
First, the main activity in early education teacher's daily life experiences was done in job activity, the main activity place was in the classroom and when sharing with the colleague, the frequency was presented high in the person to sharing with main activity.
Second, in order to measure the flow of their life, two methods were used. One used a 9 dimensions and conditions of the flow experience(concentration on task at hand, loss of self-consciousness, action-awareness merging, transformation, sense of control, clear goals, unambiguous feedback, challenge-Skill balance, autotelic experience) and the other used 4-channel flow model (apathy, boredom, flow, anxiety). the flow in early education teacher's daily life experiences was a social activity in the main activity, the main activity place was in the classroom and when sharing with parents of children, flow was presented high in the person to sharing with main activity the 4-channel flow in early education teacher's daily life experiences was done in job activity, the main activity place was in the classroom and when sharing with children, flow was presented high in the person to sharing with main activity.
Forth, emotional variables of ESF are comprised of 10 semantic scales. the emotion in early education teacher's daily life experiences was presented in job activity, the main activity place was in the classroom and when sharing with friends, positive emotion was presented high in the person to sharing with main activity.
Through the result of this study, we understand early education teacher's daily life experiences and we expect to broaden department of the early child hood and teacher education study professional's viewpoint as probing for early education teacher's consultation and teacher education study's direction.

Key Words: daily life experiences, flow, emotion, ESM : Experience Sampling Method

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 9
• 1. 생활경험 9
• 가. 생활경험의 개념 및 유형 9
• 나. 유아교사의 생활경험 관련 선행연구 13
• 2. 플로우 16
• 가. 플로우의 개념 및 특징 16
• 나. 일과 관련된 플로우 18
• 다. 플로우의 측정 21
• 3. 정서 27
• Ⅲ. 연구 방법 30
• 1. 연구대상 30
• 2. 자료수집 34
• 가. 경험표집법(Experience Sampling Method) 34
• 나. 면담 조사 42
• 3. 자료분석 43
• Ⅳ. 연구 결과 44
• 1. 유아교사의 생활경험에 나타난 주된 활동 44
• 가. 주된 활동의 유형 44
• 나. 주된 활동의 공간 46
• 다. 주된 활동을 함께 한 사람 49
• 2. 유아교사의 생활경험에 나타난 플로우 51
• 가. 주된 활동에 따른 전반적인 플로우 51
• 나. 주된 활동에 따른 4채널 플로우 61
• 3. 유아교사의 생활경험에 나타난 정서 66
• 가. 주된 활동에 따른 정서 66
• 나. 플로우에 따른 정서 76
• Ⅴ. 논의 및 결론 78
• 1. 논의 78
• 2. 결론 및 제언 86
• <참고문헌> 89
• <부록> 97