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멘토링을 통한 초임 남자유아교사의 교직적응과정 탐색: 관계형성을 중심으로
곽노의,배정호 한국영유아교원교육학회 2012 유아교육학논집 Vol.16 No.2
The purpose of this study has been to examine the modality of induction for male teachers and how relationships are formed via the process of mentoring, which was designed to aid in male teachers’ adaption to life as a teacher. The study participants were both mentors (the investigator and a female teacher) and a mentee (a male inductee teacher). Data was collected over a period of 22 weeks, from April 29th to October 6th, 2011, via participatory observation, in-depth interviews, focus group interviews, transcriptional data of individual telephone interviews, mentor's/mentee's journals, messenger and e-mail conversations, and the investigator's notes. The changes observed regarding the male inductee teacher were as follows: First, he improved his ability to adapt to life in the teaching profession by developing the ability to recognize problematic situations when forming relationships with fellow teachers, as well as cultivating the ability to properly respond to these situations. In addition, due to the supportive process of mentoring, the subject developed an awareness of the characteristics of educational agencies for young learners and the complexities of female culture and established good relationships, thus suggesting good adaptation. Finally, it was necessary to have a mentor who could advise him of the best methods to employ as a teacher in the future, while supporting his immediate adaptation to the teaching profession. In conclusion, the mentoring of a male inductee teacher was helpful in providing strategies to develop good relationships in his adaption to the teaching profession. In addition, through expressing his own opinions and views on his role as a teacher and receiving support from his mentor, the male inductee teacher improved his ability to adapt to the teaching profession. Mentoring also seemed to be effective in preventing the inductee teacher from withdrawing from his position due to his maladjustment to teaching profession. 본 연구는 초임 남자유아교사의 교직적응을 돕기 위한 멘토링을 통해 초임 남자유아교사가 유아교육기관 관련 구성원들과 관계형성하는 양상을 탐색하였다. 본 연구의 참여자는 멘토 2인과 멘티 1인이다. 멘토는 남자원장 1인과 여자원장 1인, 멘티는 초임 남자교사 1명이었다. 자료수집은 2011년 4월 29일부터 10월 4일까지 총 23주간 이루어졌다. 참여관찰・심층면담・개별전화면담의 전사자료와 멘토와 멘티의 저널, 메신저 및 E-mail, 연구자 노트 등을 통해 자료를 수집하였다. 연구결과, 초임 남자유아교사의 변화로는 첫째, 초임 남자교사는 동료교사와의 관계형성에서 문제상황 인식 및 정확한 문제상황 파악, 상황에 맞게 대처하는 능력의 함양을 통해 교직적응능력이 발달하였다. 관계형성 중심의 멘토링을 통해 초임 남자유아교사는 유아교육기관의 특성과 여성문화의 특성을 이해하고 유아교육기관의 구성원들과의 관계를 형성하며 적응해 갔다. 둘째, 초임 남자유아교사에게는 현재 당면하고 있는 교직적응과정에 대한 지원만큼이나 자신의 비전에 대해 조언해줄 수 있는 멘토가 필요한 것으로 나타났다. 이상을 통해 초임 남자유아교사에 대한 멘토링은 초임 남자유아교사의 교직적응을 위한 관계형성을 돕는 것은 물론 비전에 대한 지원을 받음으로써 초임남자교사의 교직적응능력발달은 물론 교직부적응으로 인한 초임남자교사의 이직의도를 재직의도에 영향을 주는 것으로 나타났다.
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곽노의,김진호,유구종 열린유아교육학회 1998 열린유아교육연구 Vol.3 No.1
This study is Research Task supported by National Education Assessment Institute in 1996. 「Developmental Level Test in Early Childhood」 is standardized assessment instrument examining validity and reliability developed by researchers. Subjects were 3,136 preschooler(age : 4.0∼7.0) sampled in National area. This assessment instrument consist of 77 items(for teacher) and 67 items(for parent). Data reveals that Construct Validity and Content Validity is high(p<.01). Data, employing factor analysis, reveals that a seven-factor solution is the best fit for the Developmental Level Test in Early Childhood. Cronbach α is .98(for teacher). This analysis indicates that This Instrument is acceptable for general use in Korea.
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곽노의 中央大學校 韓國敎育問題硏究所 1990 韓國敎育問題硏究所論文集 Vol.- No.6
This study compared Froebel's and Dewey's educational theory In 1840 Friedrich Froebel had established the kindergarten at Thurigen and in 1860 Froebel's kindergarten had opened by Elizabeth peapody(1804~1894) at American. In 1896 John Dewey had established his famous laboratory school at the university of chicage. He paid homage to Froebel when he stated that his school should be regarded as an exponent of Froebel's educational philosophy, insofar as the radical principles of cooperative living, instinctive spontaneous activities, organized through the function or use, made of these activities in cooperating living, correctly represented the spirit of Froebel. he wished this kind of "kindergarten attitude" to prevail throughout his school and apply to children of twelve as well as four. In the Elementary School Record for 1900, which contains Dewey's main statement about the kindergarten, Dewey said that he believed that Froebel would have been the first to welcome the growth of a more extensive psychology and also would availed himself of its result to reintepret his activities. Through the sequence of Gifts and Occupations, Froebel had made his generation aware that children's plays were not merely trivial, but essential factors in their growth. Dewey himself could, however, not see any evidence that Froebel meant that only these plays had meaning. In play activities, said Dewey, it is the psychological and not the logical continuity, as stressed by the orthodox kindergarteners, which has value. Play can not be identified with anything that the child does externally, but designates his mental attitude. With Dewey's pragmatic attitude, he was particularly critical of the Froebel's Symbolic use of the Gifts within the context of Romantism. Dewey said Froebel's Symbolism was the product of "inadequate knowledge" of the physiological and psychological principles of child growth. For this reason Froebel had to resort to "strained and artificial explanations" of the value attaching to the materials. The reality symbolized in the child's play, must emphasized Dewey, lie within the child's own appreciation. He developed an unambitious program in the sub-primary of his laboratory school. The home and neighborhood life offered material for a curriculum, which was in a direct and real relationship to the child. From Dewey's non-idealistic standpoint, "unity" and "diversity" were within the very subject matter of home and community life. Dewey came to emphasized an industrial program, based on his social theory of education, Froebel's kindergarten curriculum consisted of Gifts and occupations, Song and game, gardening. Dewey's sub-primary curriculum also consisted of such daily tasks for the children as setting the tables and washing the dishes, out door play and gardening. The outdoor play and gardening were suggested by Froebel, but often excluded for the orthodox kindergarten. Froebel's kindergarten principles was the background of Dewey's sub-primary. With the pragmatic views, Dewey had reconstructed newly in his sub-primary Froebel's kindergarten with the romantic views.
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