성인학습자의 정체성에 관한 연구 : 평생교육프로그램에 참여하는 여성을 중심으로 = (A) study on the identity of adult learners : centered on female learners participating in lifelong education programs

다국어 초록 (Multilingual Abstract)

The purpose of this study is to understand the identity formation of female adult learners who are participating in various lifelong educational programs in view of their past and present educational experiences. Adult female learners were asked what their motives to participate in educational programs were, what they gained from their experiencing process and how their identity transformation happened.
Nine female adults ranging in age from thirty to fifty who were full-time housekeepers and were participating in adult education programs participated in this study. Through in-depth interviews with each participant by taking about learning experiences through their life history and their identity transformation through the educational programs they were participating, their experiences were analyzed holistically.
The analysis identifies several results as follows:
First, the adult female learners' participating motives in lifelong education programs are 'reflection-oriented', 'goal-oriented' and 'relation-oriented'. Especially, discriminating experiences on their educational chances effect on the participating motives and their choice and future educational experiences.
Second, the adult female learners discover the meaning of education and self through their educational experiences. According to the types of the educational programs, they discover various selves.
Third, the adult female learners transform their identities by changing their individual, family, social relations through lifelong education experiences. Their individual identity transformation evokes 'self-reflection', 'self-realization', and 'thinking-transformation' and recovers self-confidence. The individual changes effect on the family's identity transformation by mutual concern and understanding. The social relation experiences make them form new identies as a 'community volunteer', 'civil worker', and 'lifelong learner'.

목차 (Table of Contents)

• 차례
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제 = 5
• 3. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 정체성에 관한 이론적 접근 = 6
• 1) 철학 및 사회학에서의 정체성 논의 = 6
• 2) 심리학에서의 정체성 논의 = 11
• 3) 여성학에서의 정체성 논의 = 18
• 2. 교육적 경험, 정체성, 그리고 성장 = 22
• Ⅲ. 연구의 방법 및 절차 = 26
• 1. 연구방법 = 26
• 2. 연구대상 = 28
• 1) 연구대상의 선정 = 28
• 2) 연구참여자의 인적 특성 = 30
• 3. 연구의 절차 = 50
• 1) 자료의 수집 = 50
• 2) 자료의 분석과 해석 = 51
• Ⅳ. 성인여성의 교육적 경험과 정체성 변화 = 53
• 1. 성인여성학습자의 교육적 경험 및 평생교육프로그램 참여동기 = 53
• 1) 성장과정에서의 교육적 경험 = 53
• 2) 사회생활에서의 교육적 경험 = 57
• 3) 평생교육프로그램 참여동기 = 62
• 2. 성인여성학습자의 평생교육프로그램 체험과정 = 75
• 1) 교양문화교육 = 75
• 2) 민주시민교육 = 79
• 3) 직업교육 = 85
• 3. 성인여성학습자의 평생교육프로그램 참여를 통한 정체성의 변화 = 91
• 1) 개인의 정체성 변화 = 91
• 2) 가정생활에서 오는 변화 = 99
• 3) 사회적 관계를 통한 새로운 정체성 형성 = 101
• Ⅴ. 요약 및 결론 = 110
• 참고문헌 = 114
• 영문초록 = 120