PBL기반 유아문제행동지도 수업을 통한 전공심화과정 영유아교사들의 인식과 변화 탐색

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze t early childhood teachers’ perceptions and changes in their educational practice related to young children’s challenging behaviors through a Problem-Based Learning (PBL) course. Participants were 54 in-service early childhood teachers enrolled in bachelor’s degree completion programs at two colleges in Gyeonggi- do, South Korea. The course was structured into two modules following the PBL model, which progressed through the stages of team formation and problem identification, information gathering, development of practical strategies, and presentation and evaluation. Data were collected through pre- and post-course metaphor assessments, reflective logs, and semi-structured individual interviews. Analysis of metaphor responses showed that teachers’ perceptions of challenging behaviors shifted from “unsolvable problems” to “problems that can be addressed,” from “sources of teacher stress” to “drivers of teacher growth,” and from “a part of life” to “help-seeking signals from young children.” Furthermore, findings from reflective logs and interviews revealed teachers’ development of a more holistic and ecological understanding of children, the formation of reciprocal communities of practice, enhanced teacher self-awareness, and growth in practical pedagogical competence. These findings suggest that PBL-based instruction can effectively shift early childhood teachers’ perceptions of challenging behaviors and foster meaningful changes in their pedagogical practices.