생태유아교육 프로그램 유아교사의 교직생활에 관한 이야기 = (The) story about teaching life of the teachers in the ecological early childhood educare program

국문 초록 (Abstract)

질적 연구를 바탕으로 한 본 연구는‘생태유아교육 프로그램 유아교사의 교직생활은 어떠한가?’에 대한 물음으로 시작하였고, 본 연구자는 생태유아교육 프로그램을 운영하고 있는 유아교육기관의 일원이 되어 함께 생활을 하면서 그 물음의 실마리를 하나씩 찾아 나갔다. 생태유아교육 프로그램 유아교사의 교직 생활을 알기 위해서 교사 3명을 대상으로 17주간의 참여관찰, 심층면담 그리고 문서분석 등을 통해서 자료 수집을 하였다. 수집된 자료는 연구내용에 따라 범주화하고, 그것을 바탕으로 기술·분석하였다.

다국어 초록 (Multilingual Abstract)

The ecological early childhood educare program is to revive the children's body, mind and spirit to bring up their ecological sensibility, and to develop the children's real character.
The purpose of this research is to investigate the overall teaching life related to tuitions, duties, interpersonal relationships, self-growths in the life of the teacher in the ecological early childhood educare program, and to investigate the degrees of satisfaction they feel from themselves in it.
This research employed qualitative investigation gathered data through participant observation and in-depth interview from three teachers who have different careers each other in operating the ecological early childhood educare program, and through the analyzation of documents. I described and analysed the data which was categorized in terms of research problems.
The research problems are as follows :
First, the life related to lessons of the teachers in the ecological early childhood educare program is examined. Second, the life related to works of the teachers in the ecological early childhood educare program is examined. Third, the life related to interpersonal relationships of the teachers in the ecological early childhood educare program is examined. Fourth, the life related to self-growing of the teachers in the ecological early childhood educare program is examined. Fifth, the degree of satisfaction of teaching profession life as the teachers in the ecological early childhood educare program is examined.
The major results of this study arranged by the research problems are as follows :
The first one is about taking care of children. At the lessons of the teachers in the ecological early childhood educare program, their life can not be described as lesson, limitative word. They were not teaching but taking care of children because children are companion to them. In this point of view, the teachers are taking care of children with nature, life, without a routine. They let children grow up theirselves in natural life excluding settled plans.
The second one is about work. The work of the teachers in the ecological early childhood educare program could be divided into two parts - the inner class and the outer class. The inner class works consist of making the class newspaper and the class diary. This newspaper and diary can let the members of the class recollect and reflect their daily life. And the teachers have intimate link through letters for family. And at the outer class, the teachers could choose any divided duties regardless of their career. Even among in the different duties group, they helped each other.
The third one is about forming connections in community. In the relations between the chief or the vice-chief of kindergarten and teachers, it was horizontal, not vertical. If the teachers are attentive to children, the chief is attentive, too. And the chief understands teachers and make autonomous atmosphere for teachers. The chief and vice-chief are alike, but the vice-chief is a little more close to the field. So, the vice-chief can hear the teachers' voice and consider teachers' biggest autonomy. And inexperienced teachers can approach the ecological early childhood educare program more easily and naturally by unifying the experienced teacher's class. Unique trait is that everyone can be a teacher in the ecological early childhood educare program. Everybody can become a teacher, even grand mothers who visit at stated intervals, volunteers, parents, and so on, because the ecological early childhood educare program is a life, not an education.
The fourth one is about self-growing up. In the self-growing up of the teachers in the ecological early childhood educare program, it is obvious that the teachers undergo self-changes according to adaptation, as children do it at the infant educational institute first. It can be said like that in the points of their new, fresh life always to ‘right now, right here'. So, they could grow up more all the time, for they are applying to ‘right now, right here'. Becoming effective on the activated re-education of themselves is verified through equal opportunity offer, expense support, kindergarten's consideration, effort to extend the ecological sensibility, development of the ecological early childhood educare program, participation to seminar, learned societies and training. The teachers are realizing that they are so busy for these outer tasks. But they are sublimating these things in desirable ways to have more specificity, not thinking it as burdens.
The fifth one is about the degree of satisfaction of teaching profession life. In the degree of satisfaction, there was gap of career. The less career, the more satisfaction. It looks like that inexperienced teachers take interests by learning new things in the ecological early childhood educare program. Experienced teachers did not have negative view but the desires for individual growth make them dissatisfied. This looks like that it is about inner satisfaction, not environmental factor. For these satisfactions, they persist more time for recharging and the enlargement of support for self-growth.
In view of the result of this research, the teachers in the ecological early childhood educare program are raising their ecological sensibility which containing mother's affection for children and farmer's love for life to be a natural fertilizer that can serve and be devoted the children, the small seeds.
This researcher considers that the ecological early childhood education and care has neither starting point nor ending point for it is not education but living. Thus, the teachers may be able to grow up infinitely on the ground of the ecological sensibility through the ecological early childhood education and care, not to mention that children can do.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구내용 = 5
• 3. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 유아교사의 교직생활 = 7
• 2. 생태유아교육 프로그램의 성격과 운영 = 17
• Ⅲ. 연구방법 = 32
• 1. 연구 참여자 = 32
• 2. 자료수집 = 35
• 3. 자료분석 = 40
• Ⅳ. 연구결과: 교직생활에 관한 이야기 = 42
• 1. 아이돌봄 이야기 = 43
• 2. 업무 이야기 = 67
• 3. 생활공동체 속 인간관계 이야기 = 78
• 4. 자기성장 이야기 = 96
• 5. 교직생활 만족 이야기 = 109
• Ⅴ. 요약 및 논의 = 113
• 1. 요약 및 결론 = 113
• 2. 논의 및 제언 = 117
• 참고문헌 = 125
• 부록 = 130
• Abstract = 135