유아교사 인성에 대한 예비유아교사의기대와 자기평가

엄은나,전우경,서동미 한국영유아교원교육학회 2016 유아교육학논집 Vol.20 No.1

This study was conducted for examining pre-service early childhood teachers’ expectation level and self‐rated level of early childhood teachers’ character, and for this purpose, conducted a survey with 517 pre-service early childhood teachers was conducted. According to the results of this study, pre-service early childhood teachers’ expectation level and self‐rated level of early childhood teachers’ character were different according to their background variables. That is, the expectation level and self‐rated level of early childhood teachers’ character were higher in high‐grade students, those who had completed courses related to character education and participated in volunteer teaching activities, and those who had completed courses of teaching practice. In addition, pre-service early childhood teachers’ expectation and self‐rated level of early childhood teachers’ character did not agree with each other, and the self‐rated level was far lower than the expectation level. Based on these results, are made suggestion as follows. First, it is necessary to develop character education programs for pre-service early childhood teachers. Second, opportunities should be provided to pre-service early childhood teachers for taking interest in their own happiness and well‐being. Lastly, opportunities should be provided to pre-service early childhood teachers for thinking reflectively and internalizing practical knowledge for building a positive character. 본 연구는 유아교사 인성에 대한 예비유아교사의 기대수준 및 자기평가수준을 알아보는데 목적이 있으며, 예비유아교사 517명을 연구대상으로 하였다. 연구 결과 유아교사 인성에 대한 예비유아교사의 기대수준 및 자기평가수준은 배경변인별로 차이가 있는 것으로 나타났다. 즉, 학년이 높을수록 그리고 인성교육 관련 교과목 이수와 교육봉사활동 참여, 보육실습과 교육실습 교과를 이수했을수록 유아교사 인성에 대한 기대수준과 자기평가 수준이 높았다. 또한 유아교사 인성에 대한 예비유아교사의 기대와 자기평가수준은 일치하지 않았으며, 기대수준에 비해 자기평가수준이 현저히 낮은 결과를 나타냈다. 이러한 결과를 토대로 결론을 제시하면 다음과 같다. 첫째, 예비유아교사를 위한 인성교육프로그램의 개발이 필요하다. 둘째, 예비유아교사 자신의 행복과 안녕에 관심을 기울일 수 있는 기회를 제공해야 한다. 마지막으로 예비유아교사의 긍정적인 인성 형성을 위하여 예비유아교사 자신이 반성적으로 사고하고 실천적인 지식을 내면화할 수 있는 기회를 제공해야 한다.

유아교육과에서 예비유아교사의 교사 되어감에 대한 질적 연구

이혜경,윤재희 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.4

The purpose of this study was to analyze pre-kindergarten teachers’ experiences and cognition changes for becoming teachers. For this purpose, this study was conducted by qualitative study and participated in five pre-kindergarten teachers who are enrolled at the university in Dae-gu. To find out pre-kindergarten teachers’ experiences at the University of early childhood education, data were collected through in recording files of interviews, the journals of researchers and various data by e-mails and mobile messenger and those comparison data were analyzed repeatedly. The results reveal an extraction of 3 categories and 9 subcategories; Category 1) the experiences of learning for early childhood education : change of perception about early childhood education, beginning of concern about early childhood teachership, become a member of the early childhood education department, Category 2) the experiences for becoming pre-kindergarten teacher : growth in early childhood teacher training course similar to early childhood education, growth through various early childhood education courses, individually fill up the missing parts, Category 3) the experiences for self-awareness as pre-kindergarten teacher : self-discovery familiar with early childhood education, findings through relationships with others in early childhood education courses, findings through setting their own kindergarten teacherchip. These findimgs suggest that pre kindergarten teachers’s experiences during Early Childhood teacher Training Course have a decisive influence on the growthof pre kindergarten teacher. This will help pre kindergarten teacher teachers to prepare the direction of the education for the pre – service early childhood teachers. 본 연구는 유아교육과에서 예비유아교사들이 어떠한 경험을 통해 교사로 되어가는 가에 대한 인식을 분석하는데 그 목적이 있다. 이를 위해 대구시 대학의 한 유아교육기관에 재학 중인 예비유아교사 5명을 대상으로 질적 연구를 실시하였다. 예비유아교사들의 유아교육기관에서 어떠한 경험을 하는지 알아보기 위해 면담 녹음파일, 연구자 저널, e-mail이나 메신저로 수집된 자료들을 반복적 비교하여 분석하였다. 분석한 결과 3개의 큰 범주(유아교육에 대해 알아가는 경험, 유아교사로 성장하는 경험, 유아교사에 가까워진 자신을 발견하는 경험)와 9개의 하위범주(유아교육에 대한 인식 변화, 유아교사직에 대한 고민의 시작, 유아교육과의 한 일원되기, 유아교육현장과 비슷한 유아교사 양성기관에서의 성장, 다양한 유아교사 교육과정을 통한 성장, 개별적으로 부족한 부분 채워가기, 유아교유육학에 익숙해진 자신 발견, 주변 사람들과 관계를 통한 발견, 자신만의 교직관 구축을 통한 발견)가 추출되었다. 이러한 연구결과를 통해 유아교사 양성과정에서 일어마는 경험들이 예비유아교사들에게 유아교사로 성장하는데 결정적인 영향을 준다는 것을 알게 되었다. 이는 예비유아교사 양성가들에게 예비유아교사 양성과정의 교육방향과 지침을 마련하는데 도움을 줄 수 있을 것이다.

남성 유아교사가 유아, 학부모, 그리고 동료 여성 유아교사와의 관계에서 겪는 어려움

김신호(Kim, Shinho),김낙흥(Kim, Nak-Heung) 한국유아교육·보육복지학회 2020 유아교육·보육복지연구 Vol.24 No.3

본 연구에서는 전일제 담임을 맡고 있는 남성 유아교사들이 유아, 학부모, 그리고, 동료 여성 유아교사와의 관계에서, 특히 성(性)의 차이에서 비롯되는 어려움에 초점을 두고 탐색하고자 했다. 서울시와 경기도의 유치원과 어린이집에서 전일제 담임을 맡고 있는 남성 유아교사 4명이 연구 참여자로 선정되었고, 2017년 7월 8일부터 8월 27일까지 약 8주간 연구 참여자별로 4회기에 걸쳐 심층 개별면담을 진행하였다. 수집된 자료는 ‘개방코딩, 범주화, 범주확인’의 세 단계를 걸쳐 반복적 비교분석법을 통해 자료들을 부호화하고 유형화하며 분석했다. 첫째, 남성 유아교사들은 본인들이 담당하는 유아들과의 부정적인 관계를 경험했는데, 유아들이 남성 유아교사에 친숙하지 않았고, 남성의 굵고 큰 목소리에 놀랐거나, 아이들과의 스킨십으로 인해 오해가 생길 수 있기 때문에 일어난 경우들이었다. 둘째, 연구 참여자들은 학부모와의 관계에서 동료 여성 유아교사와는 다른 어려움을 겪고 있었으며, 주로 학부모들이 남성 유아교사에 대해 느끼는 생소함과 거리낌에서 비롯된 경우들이었다. 마지막으로, 연구 참여자들은 동료 여성 유아교사들과의 업무적 그리고 사교적 관계에서 어려움을 겪고 있었는데, 남성과 여성 유아교사들 간의 대화방식과 관심사의 차이로 인한 어려움들이었다. 또한, 동료 여성 유아교사들과의 원활한 관계를 유지하기 위해, 남성이기 때문에 잘 할 것이라는 일들을 떠맡는 것에 대해 불만을 표출할 수 없는 어려움이 있었다. 본 연구 결과는 남성 유아교사들이 유치원과 어린이집에서 겪는 어려움을 이해할 수 있도록 하고, 더 나아가 남성 유아교사가 유치원과 어린이집에서 유아교사의 역할을 원활히 수행할 수 있도록 지원하는 방안을 연구하는데 기초자료로 활용될 수 있을 것으로 기대된다. The purpose of the study was to explore the difficulties of male early childhood teachers who have worked as full-time teachers in their relationships with children, parents, and female fellow early childhood teachers, focusing on gender. The participants of the study were four male early childhood teachers who have worked as a full-time teacher. The in-depth interview was conducted for 8 weeks from 08, July to 27, August, a total of four interviews was done with each participant. Gathered data were analyzed through coding and classifying by using the constant comparison method. The method comprised of open coding, categorization, confirmation of categories. First, male early childhood teachers have experienced difficulties in having relationships with their children, as the children were not familiar with a male teacher, the voice of the male teachers’ was big, and the male teachers did not want to make trouble by touching children. Second, the participants had difficulties with parents in their relationships that are different from female early childhood teachers, mostly because parents were not familiar with male early childhood teachers and felt uncomfortable. Lastly, the participants have experienced difficulties in their relationships with their female fellow early childhood teachers on account of different social skills and work styles, these difficulties were due to different communication skills and communication topics. In addition, in order to keep good relationships with their female teachers, the male teachers could not complain about extra works that females think males would do better than females. The findings of the study can be used to understand the difficulties of male early childhood teachers. Furthermore, this study could serve as a foundational work that helps people study ways to support male early childhood teachers to perform the role of early childhood teachers.

느린 학습자 영유아에 대한 영유아교사와 예비영유아교사가 느끼는 어려움에 대한 인식 연구

장세희 한국아동교육학회 2022 아동교육 Vol.31 No.2

This study aimed to recognize the difficulties of slow learner young children through a study on the early childhood teachers and prospective early childhood teachers when teaching slow learner children, and to provide basic data when composing or operating a future curriculum. Therefore, in this study, the teaching experience of slow learners and the difficulties experienced by teachers of prospective early childhood teachers and incumbent early childhood teachers were investigated in three aspects: teaching and learning process, interaction, and curriculum operation. To this end, a survey was conducted from January 5 to February 10, 2022 among 101 early childhood teachers and 95 students in the early childhood education department. A total of 196 copies were used for the final analysis. The analysis method was SPSS. 22.0 Descriptive statistics, frequency analysis, and t-test were performed using statistical programs. The results of the study are as follows: First, as for the degree of difficulty experienced by young children who are slow learner, in the case of early childhood teachers, difficulties in organizing and operating the curriculum, difficulties in teaching and learning situations, difficulties in interaction with slow learner young children and parents of slow learners were shown in order. In the case of prospective early childhood teachers, the difficulties in organizing and operating the curriculum, difficulties in interacting with slow learner young children and their parents, and difficulties in teaching and learning situations were found in that order. Second, early childhood teachers and prospective early childhood teachers showed a particularly significant difference in the difficulties of teaching and learning situations among the three areas: difficulties in teaching and learning situations, difficulties in interaction with slow learner young children and their parents, and difficulties in organizing and operating the curriculum. The study on teachers' perceptions of slow learners in young children identified in the results of this study is a basic data for developing a curriculum that can improve the abilities of slow learners in young children by broadening the concept of slow learners, which is concentrated after elementary school, to young children. can be considered to have been provided. 본 연구에서는 예비영유아교사와 영유아교사가 느린 학습자를 지도할 때 느끼는 어려움에 대한 조사를 통해 느린 학습자 영유아의 어려움을 인식하고 추후 교육과정을 구성하거나 운영할 때 기초자료를 제공하고자 하였다. 따라서 본 연구에서는 느린 학습자 영유아에 대한 영유아교사와 예비영유아교사가 경험하는 어려움을 교수학습과정, 상호작용, 교육과정 운영의 3가지 측면에서 알아보았다. 이를 위하여 영유아교사 101명과 예비영유아교사 95명을 대상으로 2022년 01월 5일부터 2월 10일까지 설문조사를 진행하였고, 총 196부를 최종 분석에 사용하였다. 분석은 SPSS. 22.0 통계프로그램을 사용하여 기술통계, 빈도분석, t검증을 실시하였다. 연구 결과는 첫째, 느린 학습자 영유아에 대해 느끼는 어려움 정도는 영유아교사의 경우 교육과정 구성 및 운영의 어려움, 교수학습 상황의 어려움, 느린 학습자 영유아 및 학부모와의 상호작용의 어려움 순으로 나타났다. 예비영유아교사의 경우에는 교육과정 구성 및 운영의 어려움, 느린 학습자 영유아 및 학부모와의 상호작용의 어려움, 교수학습 상황의 어려움 순으로 나타났다. 둘째, 영유아교사와 예비영유아교사는 교수학습 상황의 어려움, 느린 학습자 영유아 및 학부모와의 상호작용의 어려움, 교육과정 구성 및 운영의 어려움의 세 영역 중에 교수 학습상황의 어려움에서 특히 유의미한 차이를 보였다. 본 연구 결과에서 알아본 느린 학습자 영유아에 대한 영유아교사와 예비영유아교사가 느끼는 어려움에 대한 인식 연구는 초등학교 입학 후 학령기 아동 청소년에게 집중되어있는 느린 학습자에 대한 개념을 영유아까지 넓혀 영유아기 느린 학습자들의 적응 및 발달을 지원할 수 있는 교육과정을 개발하는데 기초적인 자료를 제공할 수 있다는 것에 의의가 있다.

유아교사의 권위 상실에 대한 원인 분석과 권위 정당화 방안 탐색

김치영 ( Chi Young Kim ),임상도 ( Sang Do Rim ) 한국아동교육학회 2014 아동교육 Vol.23 No.4

본 연구는 유아교사의 정체성 확립을 위한 한 일환으로 유아교사의 권위 상실의 원인 분석과 권위를 정당화할 수 있는 방안을 탐색하였다. 유아교사의 권위 상실을 비판적으로 접근하는 비판적 탐구방식으로 수행하였다. 유아교사는 유아교육에 대한 지적 능력과 유아교육에 대한 감식력을 갖춘 유아교육관이 부재하면 권위가 상실된다. 유아교사가 유아교육의 중요성과 특수성에 상응하는 존경과 인정을 받지 못하더라도 주체적으로 권위를 확립하려고 하지 않을 때 권위가 상실된다. 유아교사가 권위를 정당화하기 위해서는 첫째, 실행연구자로서의 지적 권위를 가져야 한다. 둘째, 유아교사는 시대정신을 반영한 도덕적 권위를 소유해야 하면서 전문적 돌봄과 결부된 가르침 속에서 ‘애정 어린 권위자’가 되어야 한다. 셋째, 유아교사는 인격적 특성이 반영된 카리스마적 권위도 가져야 한다. 다섯째, 유아교사의 권위 정당화를 위해서는 주변인들은 유아교사의 지적 공동체 활동에 협력해야 한다. 정부는 유아교사 처우개선을 위한 목소리를 정책에 반영해야 하며, 언론은 유아교사의 모범적 사례도 보도를 해야 한다. 학부모에게는 유아교육 참여권을 보장하는 장치를 마련해야 주어야 한다. 유아교사의 유아교사직에 대한 정체성 확립을 위해서는 유아교사의 권위 정당화 방안에 대한 논의가 지속되어야 할 것이다. This study is to analyze the cause of the loss of early childhood teachers’ authority as part of establishing early childhood teachers’ identity and to search the method to justify the authority of the early childhood teachers. This study was conducted in the manner of critical inquiry that critically approaches the loss of early childhood teachers’ authority. The early childhood teachers lose the authority when they lack of an intellectual capacity and when view on the early childhood education that is satisfied with discernment on the early childhood education is absent. Also, early childhood teachers can lose the authority when they do not try to establish the authority of their own independently even when they are not respected and recognized with the importance and speciality of the early childhood education. There are various things to be satisfied so that the justification of the authority of early childhood education teachers can be fulfilled. First of all, the early childhood teachers must be equipped with the intellectual authority that can perform the role of knowledge creation. Secondly, the early childhood teachers should own the moral authority that reflects the spirit of the times and become ‘loving authority’ with professional support and guidance. Thirdly, the early childhood teachers need to have charismatic authority that mirrors the personal characteristics. In addition, they need to cooperate in the intellectual activities in the community with other early childhood educators. The government reflects the voice for the improvement of labor conditions to the policy and the press should report an exemplary case of the early childhood educators. And the parents need to contribute to justification of the early childhood teachers’ authority through the system that guarantees the right to participate in the early childhood education.

유아교육기관의 조직창의성과 유아교사의 놀이신념이 유아교사의 놀이교수효능감에 미치는 영향

장인향,황희숙,박희경 인지발달중재학회 2023 인지발달중재학회지 Vol.14 No.3

Objective: This study sought to investigate the effect of organizational creativity of early childhood education institutions and early childhood teachers’ beliefs about play on early childhood teachers’ play teaching efficacy. Methods: The subjects of this study included 311 early childhood teachers working at early childhood education institutions. In this study, Lee Sae-byeol’s Organizational Creativity Scale (2021) was used to examine the organizational creativity of early childhood educational institutions, whereas Kwon Hye-jin’s Parent Play Beliefs Scale (2013) was used to measure early childhood teachers’ play beliefs. And in order to measure the play teaching efficacy of early childhood teachers, Shin Eun-soo, Yoo Young-eui, and Park Hyeon-kyung’s scale (2004) was used. Reliability analysis, frequency analysis, descriptive statistical analysis, correlation analysis, and stepwise multiple regression analysis were performed using the SPSS 29.0 statistical program by using the play teaching efficacy scale. Results: Organizational creativity of early childhood education institutions and early childhood teachers’ play beliefs have a significant effect on early childhood teachers’ sense of play teaching efficacy. Conclusions: The results suggests that the importance of early childhood teachers’ sense of play teaching efficacy is based on the their beliefs about play and how it affects children’s play; furthermore, the organizational creativity of early childhood education institutions affect early childhood teachers.

예비유아교사의 경험을 통한 정체성 형성의 의미 탐구

정대련,최수연 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.17

Objectives This study investigated the meaning of identity formation as early childhood teachers through the experiences of preliminary early childhood teachers. Methods Six preliminary early childhood teachers enrolled at universities located in Seoul and Gyeonggi-province were selected as research participants, and in-depth interviews were conducted to understand their experiences without exaggeration. Based thereon, Giorgi's “existential phenomenological analysis” was used to understand the meaning of lived experiences of preliminary early childhood teachers more concretely and reveal the meaning of it. Results Preliminary early childhood teachers were forming their identity through: first, the memories of their own childhood and early childhood teachers, second, self-esteem and values to pursue that are formed based on personal beliefs as early childhood teachers, and third, the experiences of learning and practice encountered during the preparation process of becoming preliminary early childhood teachers. Conclusions Time spent as preliminary early childhood teachers is important in order to form a positive early childhood teacher identity. In addition, it is necessary to provide various opportunities for teachers to talk to each other about the image and meaning of early childhood teachers from their own experiences. Furthermore, it is important to enhance the understanding of the field by strengthening practical training. It is also necessary to bring them to a sense of conviction that they are professionals by striving to improve the low social awareness on early childhood teachers, improving the working environment, and providing appropriate salaries. 목적 본 연구는 예비유아교사들의 경험을 통해 유아교사 정체성 형성에 주는 의미는 어떠한지 알아보았다. 방법 서울⋅경기 소재 대학에 재학 중인 예비유아교사 6인을 연구참여자로 선정하여 그들의 경험을 있는 그대로 이해하기 위해심층 면담을 진행하고, 이를 토대로 Giorgi의 ‘경험적 현상학적 분석’을 통해 예비유아교사들의 살아 있는 경험의 의미를 보다 구체적으로 이해하고 그 의미를 밝혔다. 결과 예비유아교사들은 첫째, 자신의 과거 경험 속에 남아있는 어린 시절과 유아교사에 대한 기억 둘째, 현재 개인의 신념에 근거하여 형성한 유아교사로서의 자부심과 추구하는 가치, 셋째, 미래 유아교사로서 준비과정에서 경험하는 배움과 실천 등을 통해 정체성을 형성하고 있었다. 결론 유아교사들이 긍정적인 정체성을 형성하기 위해서는 예비유아교사 시기에 자신의 과거 경험 속 유아교사 이미지와 그 의미에관해 공유할 수 있는 다양한 기회를 제공하고, 실무 중심의 교육을 강화함으로써 현장에 대한 이해를 높이며, 유아교사에 대한 낮은사회적 인식 개선을 위한 노력과 근무환경의 개선, 적절한 급여 제공 등으로 전문가로서의 확신을 줄 필요가 있다.

영유아교사의 긍정적 정서노동, 행복감과 조직몰입간의 구조적 관계

김정희,채승희 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.23

The purpose of this study is to examine the causal relationship between positive emotional labor, happiness, and organizational commitment of early childhood teachers, and to verify the mediating effect of happiness between the positive emotional labor and organizational commitment of early childhood teachers. To this end, a questionnaire survey was conducted on 578 early childhood teachers working in kindergartens, daycare centers in Seoul, Gyeonggi, Gangwon, and Chungjeong areas. Among the collected questionnaires, 516 copies were analyzed using SPSS 25.0. The results of this study are as follows. First, as a result of examining the general tendency of positive emotional labor, happiness, and organizational commitment of early childhood teachers, all were found to be somewhat high. Second, the correlations between the sub-variable of positive emotional labor of early childhood teachers and the sub-variable of happiness were all positive correlations. In addition, the correlation between the sub-variable of happiness of early childhood teachers and the sub-variable between organizational commitment was positively correlated. Third, the happiness of early childhood teachers had a partial mediating effect in the relationship between positive emotional labor and organizational commitment of early childhood teachers. Therefore, recognizing the importance of emotional labor and happiness for early childhood teachers, and implementing a teacher education program that reflects the content for improving the happiness of early childhood teachers, will not only improve the quality of life for early childhood teachers, but also help to improve the quality of education 본 연구는 영유아교사의 긍정적 정서노동, 행복감, 조직몰입간의 구조적 관계를 살펴보는데 연구의 목적이 있다. 이를 위하여 서울‧경기·강원·충정지역의 유치원과 어린이집에 근무하는 영유아교사를 대상으로 설문조사를 실시하였으며, 516부를 최종적으로 SPSS 25.0을 사용해 분석했다. 본 연구의 결과는 다음과 같다. 첫째, 영유아교사의 긍정적 정서노동, 행복감, 조직몰입의 일반적 경향성은 다소 높은 것으로 나타났다. 둘째, 영유아교사의 긍정적 정서노동의 하위변인과 행복감과의 하위변인과의 상관관계는 모두 정적 상관관계로 나타났다. 또한 영유아교사의 행복감의 하위변인과 조직몰입 간의 하위변인과의 상관관계 모두 정적 상관관계로 나타났다. 셋째, 영유아교사의 행복감은 영유아교사의 긍정적 정서노동과 조직몰입간의 구조적 관계에서 부분매개효과를 가지는 것으로 나타났다. 따라서 유아교육관련 정책을 실행함에 있어 영유아교사의 정서노동과 행복감의 중요성을 인식하고, 영유아교사의 행복감 향상을 위한 교사교육 프로그램을 실행한다면 영유아교사의 삶의 질이 향상될 뿐만 아니라 교육의 질 향상에도 도움이 될 것이라 기대한다.

통합어린이집 장애전담교사와 유아교사의 긍정적 행동지원에 대한 인식과 실행 실태 및 지원요구

최지혜 ( Ji Hye Choi ),조윤경 ( Youn Kyung Cho ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.1

Problem behavior is the one of the difficulties in inclusive settings teachers experienced. To help this, positive behavior support(PBS) method has been suggested. PBS has for its aim to help individual to change his or her life styles, and to make individual and related persons to improve their quality of lives. This study was intended to investigate the recognition, present implementation status, and support needs of teachers (both teachers of early childhood education and teachers of early childhood special education) in inclusive settings, and to suggest the concrete supporting guidelines for effective implementation of PBS in inclusive child care and education center. This study made up surveys for early childhood education teachers and early childhood special education teachers in inclusive settings. 150 responses(80 early childhood education special teachers and 70 early childhood education teachers) were analyzed statistically. SPSS WIN 12.0 program was used to analyze the data, and content analysis in open-ended question. The results of the study were as followed: First, with the recognition on positive behavior support of early childhood education teachers and early childhood special education teacher, two group showed up to the mean 3 except one item, the high recognition relatively. But early childhood special education teachers showed the higher recognition than early childhood education teachers. Second, with the present implementation status of positive behavior support, teachers have mostly used the PBS 6 months before, and told the main effect of PBS was reducing rates of problem behaviors. And early childhood special education teachers used the higher PBS strategies than early childhood education teachers. Effective method of PBS was behavior modification technique in part of early childhood special education teachers, advice and demand of cooperation in part of early childhood education teachers. Third, with the support needs of positive behavior support, early childhood special education teachers wanted to receive the PBS implementation practices, but early childhood education teachers wished to get the PBS related theory as in-service training. To implement the effective PBS in the inclusive child care and education center, two different level of in-service training should be enforced, based on the each needs.

유아교사에서 유아특수교사로 ‘되어감’의 과정에 관한 내러티브 탐구

진민정,조현근 한국유아특수교육학회 2024 유아특수교육연구 Vol.24 No.1

본 연구는 유아교사가 유아특수교사로의 전환을 통해 어떠한 경험을 하면서 유아특수교사가 되어가는지 그 과정을 심층적으로 알아보고자 하였다. 이를 위해 10년 이상의 유아교사 중 특수교육대학원에서 유아특수교사 자격을 취득하여 유아특수교사로 전환한 4인을 대상으로 개별 심층 면담을 통해 자료를 수집하였다. 수집된 자료는 내러티브 탐구절차에 따라 분석하였다. 연구 결과, 유아교사에서 유아특수교사로 되어감의 과정에 관한 이야기는 ‘만남: 전환은 생각지도 못한 만남에서 시작되었다.’, ‘혼란: 전환 첫해는 고군분투의 시간이었다.’, ‘변화: 전문성을 내면화하며 유아특수교사가 되어가다’, ‘바람: 교사다움으로 살아가기를 바라다’로 나타났다. 본 연구는 유아교사에서 유아특수교사로 전환한 교사들의 이야기로 전환을 고민하는 유아교사가 모두를 위한 통합교육을 위해 준비해야 할 것에 대한 안내가 될 것이며, 교사 양성과정에서 유아교사로 유아특수교육을 선택한 개인들을 이해하고 도울 방안을 모색하는 데 도움이 될 것이다. The purpose of this study was to gain an in-depth understanding of the process of what early childhood education teachers experience through their transition to becoming early childhood special education teachers. For this purpose, data were collected through individual in-depth interviews with four early childhood teachers with more than 10 years of experience who had acquired qualifications as early childhood special education teachers from a graduate school of special education and converted to early childhood special education teachers. The collected data were analyzed according to narrative inquiry procedures. As a result of the study, the story plot about the process of becoming an early childhood special education teacher from an early childhood education teacher was derived as follows. ‘Meeting: The transformation began with an unexpected meeting.’, ‘Chaos: The first year of transition was a struggle.’, ‘Change: Internalizing expertise and becoming an early childhood special education teacher.’, ‘Wish: I hope to live a teacher-like life.’ This study tells the stories of teachers who converted from early childhood education teachers to early childhood special education teachers, and will provide guidance on what early childhood education teachers who are considering a career change should prepare for inclusive education for all. In addition, it will be helpful in understanding and finding ways to help individuals who choose early childhood special education as early childhood teachers during the teacher training process.