현장 컨설팅을 통한 언어발달지체 유아 담당 교사의 경험에 대한 내러티브 탐구 = A Narrative Inquiry into the Experiences of Early Childhood Teachers Working with Children with Language Development Delay through Consulting

다국어 초록 (Multilingual Abstract)

This study employed narrative inquiry to analyze how teachers responsible for young children with language development delays experienced changes through practice-based consulting. Three teachers participated in this study and, following an eight-session teacher education program, voluntarily took part in four practice-based consulting sessions. Initially, teachers approached interaction from a corrective stance, emphasizing accurate pronunciation and proper expression within a hierarchical teacher-child relationship. However, through the consulting process, they came to recognize the intentions and emotions embedded in children’s sounds, gestures, and facial expressions, engaging in the co-construction of meaning. In this process, teachers redefined themselves not as “instructors” but as “companions in storytelling,” and the teacher-child relationship was restructured into a more horizontal and reciprocal form. Additionally shifts in teachers’ perceptions and professional identities expanded children’s language experiences from mere correction to meaningful communication. Furthermore, the study confirmed that practice-based consulting serves as an effective strategy for fostering teacher reflection and enabling inclusive educational practices. These results suggest that teachers’ transformative experiences may be directly linked to children’s language development and peer relationships, highlighting the need for further research in this area.