유아교사 이야기(narratives)로 구성하는 아동중심교육의 의미

다국어 초록 (Multilingual Abstract)

This study explores teachers' narratives on child-centered education and contextualizes their narratives into the speech genre of early childhood education. In this study, 2 classrooms were observed and interviews were conducted with three teachers. Teachers' narratives about child-centered education are alive with ideas, perspectives, and language, all within the speech genre of early childhood education, but at the same time teachers are reconstructing different and varied meanings of child-centered education within that genre. Specifically, this study revealed that teachers add considerations of problem-based intervention, play-centered education, and objective referent education into their meaning of child-centered education. Their articulated struggle to understand what their narratives mean and, so, with what child-centered education means, provides them with an opportunity to change their practices. The meaning of child-centered education thus develops through adding considerations and struggling to accommodate those considerations by changing practices.