보육실습에서 겪은 실습교사의 관계 경험과 그 의미 탐색 = Relationship Experiences of Student Teachers and the Meaning during Educare Practicum

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the relationship experiences of student teachers during educare practicum by listening to their voices, and it's also meant to explore the meaning of the experiences for themselves in an attempt to suggest what it would imply for educators of preschool teachers. A narrative inquiry was conducted, which was one of the best ways of exploring human experiences, and the journals written by the student teachers who participated in this study were utilized. In addition, their e-mail conversation was investigated as well. What mattered in their practice was the relationship with guidance teachers and children.
And three different sorts of relationship were found in the student teachers- guidance teachers relationship, student teachets-children relationship: relationship of teaching without learning, relationship of learning without teaching, and relationship of teaching and learning. These relationship let them think of self-idendtity. This meanings of the relationship were discussed implication for early childhood teacher educators.

국문 초록 (Abstract)

본 연구는 보육실습교사들의 목소리를 통해 보육실습 현장에서 겪은 실습교사의 관계경험을 알아보고 그것이 보육실습교사 자신에게 주는 의미를 탐구하여 보육교사교육자에게 주는 시사점을 찾고자 했다. 이를 위해 인간 경험을 탐구하기에 적절한 내러티브탐구 방법을 적용하여 연구 참여자들의 교육일기, 이메일 대화 자료를 사용하였다. 보육실습교사의 관계경험에서 중요한 것은 지도교사와의 관계와 아동과의 관계였다. 이 관계는 가르치지 않았으나 배우는 관계, 가르쳤으나 배우지 못하는 관계, 가르치고 배우는 관계의 3가지 유형으로 나타났다. 이 관계가 보육실습교사에게 주는 의미는 교사로서의 정체성과 학생으로서의 정체성 넘나들기, 직업관련 자아정체성 탐색하기로 해석되었다. 그리고 이런 의미가 보육교사교육자에게 주는 시사점을 논의하였다.

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