장애통합학급 유아교사의 체험에 대한 내러티브 탐구 = A narrative inquiry into the experiences of teachers in an inclusive setting

다국어 초록 (Multilingual Abstract)

This study is to understand the nature and meaning of teachers` experience in an inclusive setting of disabled and non-disabled preschoolers. To this end, I chose 5 teachers working at the one day care center in Kyung-gi province that offers inclusive education. The narrative inquiry method I used to collect the stories of the participants comprised interviews, informal conversations, reflective journals and participant observations. The results of this study are as follows. 1) the five teachers` experience was categorized into three types: ``a clumsy translator``, ``skilled translators`` and ``a guide to adversity`` and these revealed that they were reconstructing their identities as teachers competent to work in an inclusive setting through a series of firsthand experiences and introspection. 2) The most important change for teachers in this inclusive setting is the transformation of their perspectives on disability. Initially, the teachers reflected on the perceptions of disability they had formed before they began teaching in an inclusive setting. As they engaged in articulating those perceptions, they were becoming teachers for an inclusive setting. After this exercise, they conducted inclusive education for all the preschoolers in the inclusive classroom of disabled and non-disabled children. 3) The educational intentions of the teachers were expressed through body language. In this way, the non-disabled preschoolers were able to gain an understanding of their disabled peers as well as the means to communicate with them. As well, one could observe that teachers` interventions, also expressed through body language were seen and learned by the non-disabled children as ways to connect with and assist their disabled peers.