교육의 재개념화 관점에서 본 유아교사의 경험에 나타난 유아 문제행동의 의미

서지정보

· 발행기관 : 한국교원교육학회
· 수록지 정보 : 한국교원교육연구 / 32권 / 4호
· 저자명 : 김근혜, 홍순옥

목차

Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 교사의 경험 속에 나타난 문제행동의 의미와 그 복합성
Ⅳ. 논의 및 제언
참 고 문 헌

초록

본 연구의 목적은 다양한 유아교육기관 맥락 속에서 교사의 역할을 수행하고 있는 교사들의
경험을 통해 유아 문제행동의 의미와 이해가 어떠한지 알아보는 것이다. 이를 통해 각 교사들
의 경험 속에서 드러나는 유아 문제행동의 양상과 의미를 드러내고, 문제행동을 바라보는 교사
의 관점을 해석하고자 하였다. 이를 위해 유아 문제행동에 대한 문헌고찰을 실시하고, 4년차
이상의 경력교사 4명을 대상으로 반구조화 심층면담을 중심으로 비참여관찰과 참조자료를 수
집하였다. 연구결과 유아교사들의 다양한 환경과 맥락 속에서 정의되는 유아 문제행동의 의미
는 상이했으며, 각 교사들이 처한 상황적 특성과 개인적 경험의 다양성은 교육과정에 대한 재
개념화의 필요성을 증명하였다.

영어초록

The purpose of this study was to examine the meaning of the problem behaviors of
children based on the experience of teachers in various settings of early childhood education
institutions and their understanding of it. It's specifically meant to shed light on the aspects
and significance of early childhood problem behaviors according to the experience of
teachers and to interpret their perspective about problem behaviors. A research question was
posed:
What is the meaning of the problem behaviors of children according to the experience of
early childhood teachers who participate in this study?
Literature of children problem behaviors was analyzed, and domestic and foreign
literature of early childhood education from the perspective of the reconceptualization of that
education and from a reconceptualistic standpoint were analyzed.
As for data collection, semi-structured in-depth interviews were conducted after four
experienced teachers who had four years or more of experience were selected, and
triangulation was carried out by making a nonparticipant observation and by gathering
reference materials.
As a result, according to the experience of the teachers, the meaning and complexity of
problem behaviors could be classified into three aspects. One kind of problem behaviors
could be received in a different way depending on the contexts, and another problem
behaviors were double-sided depending on the contexts of place. The third problem
behaviors varied with the developmental contexts of children. The findings suggested that
it's required to take diverse approaches to the problem behaviors of children in
consideration of the circumstances of teachers and children, and that the reconceptualistic
perspective about education is necessary to understand both of them.

참고자료

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