교생의 하루일과평가를 통한 우수유아교사의 특성 탐색

곽은순(Kwak, Eun-Soon) 한국영유아보육학회 2012 한국영유아보육학 Vol.0 No.73

본 연구는 유치원 현장에서 우수교사들이 교생들과 함께 하루일과를 평가할 때 중시하는 점과 이를 통해 드러나는 우수교사의 특성을 탐색하고자 하였다. 이를 위해 15년과 13년 경력의 우수교사들의 일과평가를 분류하였으며 그 결과 지속적인 관찰력, 융통성 있는 문제해결력, 신속하면서 자연스러운 전이활동능력이 일과평가에서 강조되었다. 이를 통해 우수교사의 풍부한 사례지식과 패턴인식능력, 그리고 자동화를 통해 얻어지는 다중처리능력이 일과운영에 중요함을 알 수 있다. The purpose of this study is to understand the characters of the actual criteria when the expert teachers evaluate the daily routines in an activity oriented kindergarten. 15 and 13year expert teachers were selected for this purpose. The data including classroom observation, formal and informal interviews and related documents were gathered and analyzed. It was found that the expert teachers mostly emphasized the steady observation of the classroom situations. Teachers" posture, position, role-sharing and communication were critical for continuing classroom observation. Second, teachers" problem solving and smooth transition ability were important for safe and effective daily routine. Third, child management skill based on individual and case difference was also emphasized in the experts" evaluation of the daily routines. This study reveals the personal and situational nature of teacher knowledge through expert teachers" evaluation of their daily routines. It also shows that the teaching is a profession that asks for high level of mental and physical energy.

저소득층 아동의 주거환경

곽은순(Kwak Eun Soon),정미라(Chung Mi Ra) 한국지역사회생활과학회 2007 한국지역사회생활과학회지 Vol.18 No.3

현장경험이 풍부한 교수의 동작교육 특성 탐색

곽은순 ( Eun Soon Kwak ) 미래유아교육학회 2013 미래유아교육학회지 Vol.20 No.4

A qualitative study was conducted by analyzing the complex teaching behaviors of a highly field-experienced professor at a university. Her teaching was investigated through direct observation, in-depth interviews and document analysis. An important finding was that the professor incorporated make-believe strategy in order to play a role model to student teachers. This strategy was effective in delivering her knowhow lively and in detail. Moreover, it was an inevitable choice for her to do so in a university classroom setting apart from kindergarten. In addition, she instructed the student teachers to follow the same procedure obtained from her mentors in her work-place. This technique was repeatedly confirmed by student teachers and investigators. Her teaching behavior can be explained by cognitive apprenticeship. This study also found that the work-place experience was a major source in constructing teacher knowledge.

유아동작교육에 관한 교과교육학적 지식의 특성 분석

곽은순 ( Eun Soon Kwak ) 미래유아교육학회 2015 미래유아교육학회지 Vol.22 No.2

The purpose of this study was to understand the characteristics of pedagogical content knowledge(PCK) in teaching movement education at kindergarten. A case study method was conducted with the participation of a highly field-experienced professor in this area. In order to investigate the characteristics of PCK, the professor`s existing knowledge base of PCK was examined in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge. Important findings were as follows: First, it was found that highly logical and specific character resulted from the hierarchy of the subject matter knowledge. In addition, low predictability and active character of movement education required very systematic approach. Second, PCK appeared stronger in know-how than know-what and this affirmed the character of PCK that emphasized the application of subject matter and pedagogical knowledge in actual settings. Third, these three areas of knowledge were interconnected and understood as a whole rather than a part. Fourth, PCK remained as a personal knowledge rather than theorized one like any other teacher knowledge. Therefore, it is necessary to theorize field-oriented pedagogical content knowledge in order to share the knowledge.

경력교사의 유치원 수업평가 기준 탐색: 질적 접근

곽은순 ( Eun Soon Kwak ) 미래유아교육학회 2011 미래유아교육학회지 Vol.18 No.4

The purpose of this study was to understand the actual criteria when the experienced teachers evaluate the group activities led by student teachers or beginners in an activity oriented kindergarten. 15 and 13year experienced teachers, their student teachers and co-teachers were selected for this purpose. The data including classroom observation, formal and informal interviews and related documents were gathered and analysed. It was found that the experienced teachers mostly focus on the natural flow of activities, child-centeredness, development appropriateness of objectives, content selection and operation, and the use of the proper strategies for the characteristics of the activities. Especially child-centeredness was emphasized among these criteria. In addition, the difference between the evaluation of experienced teachers and that of student teachers or beginners indicated the importance of peer-evaluation for teacher development.

부모의 양육분담이 유아의 사회적 유능감 및 문제행동에 미치는 영향: 부모가 지각하는 가족상호작용의 매개를 중심으로

최은정 ( Choi Eun-jeong ),곽은순 ( Kwak Eun-soon ) 미래유아교육학회 2018 미래유아교육학회지 Vol.25 No.3

This study investigated the effect of parents’ role-sharing in family interaction on child's social competence and problematic behavior. The 7th year data of the Korean Children and Youth Panel collected in 2014 was used and the subjects in this study were 716 children’s parents. Descriptive statistics analysis, correlation analysis, confirmatory factor analysis, structural equation model analysis and path analysis were conducted for statistical verification. The results of this study were as follows. First, mother’s role-sharing had a negative influence on parents’ interaction and child’s social competence but a positive influence on problematic behavior. Second, the family interaction of father and mother had a positive influence on child’s social competence but a negative influence on problematic behavior. Third, mother’s role-sharing showed indirect effect on child’s social competence and problematic behavior through mediating parents' family interaction. In addition, father’s role-sharing showed indirect effect on child's social competence through mediating parents’ family interaction but no indirect effect on problematic behavior. With this, it was verified that parents’ family interaction was a mediating variable in the effect of parents’ role-sharing on child’s social competence and problematic behavior. In conclusion, father’s family interaction as well as mother’s role-sharing was important to enhance the child's social competence and prevent problematic behavior.

멀티미디어 활용(活用)을 위한 유아교육(幼兒敎育) 환경(環境)

주영주(Joo, Young-Ju),곽은순(Kwak, Eun-Soon) 한국교육시설학회 2002 敎育施設 Vol.9 No.2

Computers have become an indispensable part of everyday lives in 21st century. This is particularly true in early childhood education; multimedia use in kindergarten has rapidly grown in the last decade. Although ample research had been done on the issues of teachers' role in multimedia settings and selecting quality materials, few studies have been done on the proper environment for multimedia use in early childhood education. In this regard, this research examines the current status of multimedia use-animated illustration films, CD-ROM titles, and internet-in kindergarten. In addition, computer environment in kindergarten is investigated in order to provide guidelines for appropriate facilities and equipments. For smooth integration of computer activities into a school system, computers are located in ordinary classrooms in more than half of kindergarten in Seoul. Computers are used in independent lab settings in the last of the kindergarten in Seoul and there are four different types of lab settings. Among them computer at perimeter style is preferred for the ease of student-teacher, and student-student interactions. The importance of environment for early childhood education cannot be overestimated. It is so critical for early childhood education that the people in this field regard the environment as 'the third teacher' next to parents and teachers. Therefore the multimedia environment should also be considered seriously for the maximum use in early childhood institutions.

불건전(不健全)한 인터넷 자원(資源)으로부터의 청소년(靑少年) 보호방안(保護方案)에 관한 연구(硏究)

주영주(Joo, Young-Ju),곽은순(Kwak, Eun-Soon) 한국교육시설학회 1999 敎育施設 Vol.6 No.1

With the advent of internet, the modern society is enjoying the benefits of the information age. As one of undesirable side effects of utilization of internet, however, it is often mentioned that young students are helplessly exposed to inappropriate and unqualified information. Therefore, in this paper, we will clarify the nature of inappropriate information to the younger generation and will argue for the needs of protecting the youth from inappropriate information. Especially the merits and limits of often motioned five different protective and regulatory measures are presented and analyzed, those are, establishment of acceptable use policy, active utilization of supervisory organization, promotion of Internet rating system, installation of filtering software, and legal and regulatory protection. As a fundamental means of resolving the problems, however, enforcement of systematic information literacy education, promotion of active utilization of sound information, development of search engines for the youth, design of diverse filtering softwares which can be selected by users, and increased attention by parents and teachers are suggested.

우수 교사의 신체활동에서 나타난 교과교육학적 지식의 특성 탐구

이다정(Da Jeong Lee),곽은순(Eun Soon Kwak) 한국열린유아교육학회 2015 열린유아교육연구 Vol.20 No.6

본 연구의 목적은 신체활동을 잘하는 교사의 지식을 교과교육학적 지식의 구성요소에 따라 기술하는 것이며, 이를 위하여 현장에서 20여 년간 신체활동을 하고 있는 교사의 수업을 관찰하였다. 그 결과 신체활동과 관련된 내용지식의 위계가 뚜렷하였으며, 개인차가 큰 유아들에게 내용을 반복하면서 서서히 발전시켜가는 특성이 있었다. 수업전략으로는 기다리는 시간이나 불필요한 동선을 줄이고 구체적인 의사소통을 중시함으로써 시간을 낭비하지 않고 목적에 충실하게 수업을 진행하였다. 전략을 잘구성해야 내용이 충실한 수업을 할 수 있는데서, 그리고 전략을 수정하면서 내용의 첨삭도 함께 일어나는데서 내용지식과 전략적인 지식의 상호 연관성이 깊게 나타났다. 아울러 기관을 비롯한 주변상황의 역할을 통하여 당대의 사회문화적인 맥락이 교과교육학적 지식형성에 영향을 미침이 재확인되었다. The purpose of this study was to understand the characteristics of pedagogical content knowledge (PCK) in teaching physical activities at kindergarten. A case study method was conducted with the participation of an expert teacher in this area. In order to investigate the characteristics of PCK, the teacher’s existing knowledge base was examined in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge. Important findings were as follows: First, it was found that gradual development with emphasizing repetition of physical activities resulted from the hierarchy of the subject matter knowledge. Second, a strategy for increased participation was to reduce waiting time and unnecessary movement in activities. In addition, explicit and specific communication skill was important for using class time effectively. All these strategies were more valuable in physical activities because of active participation of children. Moreover, subject matter knowledge and pedagogical knowledge were deeply interconnected when changing instructional strategy resulted in modifying contents of an activity. Third, sociocultural atmosphere including institute’s environment had a considerable effect on building PCK.

부모와 자녀가 경험하는 공공도서관 유아열람실 공간의 의미

유상미(Yoo, Sang Mi),곽은순(Kwak, Eun Soon) 한국열린유아교육학회 2020 열린유아교육연구 Vol.25 No.2

이 연구의 목적은 부모와 자녀가 경험하는 공공도서관 유아열람실의 공간의 의미를 규명하는 것이다. 이를 위해 S시 공공도서관 두 곳을 대상으로 5개월간 관찰을 통해 수집된 자료를 분석하였다. 연구 결과 유아열람실은 사회적 공간, 관계적 공간, 혼종적 공간, 생성의 공간으로 의미부여 되었다. 첫째, 유아열람실은 공간에 부여된 여러규칙에 익숙해지거나 오히려 그로 인해 금지를 당하기도 하는 사회적 공간이다. 둘째, 부모와 자녀가 같은 공간 안에서 함께 경험을 공유하기도 하고 각자의 세계에 따로 있기도 한 이중의 관계적 공간이다. 셋째, 유아열람실은 부모와 자녀가 공적 공간으로 인식하는 동시에 사적으로 점유하고자 하는 혼종적 공간이다. 넷째, 기존의 공간성을 해체하고 경계를 넘나들며 변이와 재배치를 통해 창조적으로 생성되는 공간이다. 이 연구는 공공도서관 유아열람실의 주 이용자인 부모와 자녀의 경험을 공간과 장소의 차원에서 살핌으로써 공공도서관의 양적 확대를 넘어서 이용자의 관점과 필요에 대한 이해의 지평을 넓히는 데에 일조할 수 있을 것이다. The purpose of this study is to clarify the meaning of space in the public library"s preschooler reading room experienced by parents and children. For this purpose, this study analyzed data collected through observation on 2 public libraries located in S city or 5 months. As a result, preschooler’s reading room was defined as social space, relational space, hybrid space, and space for creation. First, the preschooler’s reading room is a social space where one may become accustomed to, or on the contrary, be banned by, the rules imposed on the space. Second, it is a dual relational space where parents and children share their experiences in the same space or stay separated in their own worlds. Third, the preschooler’s reading room is a hybrid space that parents and children perceive as a public space and at the same time, want to occupy it privately. Fourth, it is a space that is creatively created by dismantling existing spatiality, crossing boundaries, and changing and relocating. This study helps to broaden the horizon of understanding of users’ perspectives and needs beyond the quantitative expansion of public libraries by examining the experiences of parents and children, who are the main users of the preschooler’s reading room, in the space and place.