뇌기반 유아교육 실행을 위한 교사교육의 효과: 인식과 실천의 변화 (The effect of the brain-based early childhood teacher training program on the teachers’ views on and their practice of early childhood education)

서지정보

· 발행기관 : 한국유아교육학회
· 수록지 정보 : 유아교육연구 / 35권 / 3호 / 309 ~ 335페이지
· 저자명 : 강수경, 김지원, 정미라

초록

본 연구는 뇌기반 유아교육 실행을 위한 교육에 참여한 교사의 인식과 실천의 변화를 질적으로 분석하는데 목적이 있다. 연구대상은 2014년 4월부터 12월까지 11회기의 교사교육에참여한 교사 중 연구참여에 동의한 유치원 교사 8명, 어린이집 교사 7명 총 15명이다. 본 연구를 위한 자료는 개인면담, 집단면담, 저널쓰기, 문서 수집을 통해 이루어졌고 질적으로 분석되었다. 분석결과 교육과정 실행을 위한 교사의 인식 변화는 통합적인 뇌와 친근한 뇌기반교육 발견하기, 개별 유아에 대한 내면 들여다보기, 교사역량의 재발견, ‘알고 있었던 지식’을새롭게 인식하기, 교육전문가로서 ‘나’ 인식하기로 나타났다. 둘째, 실천의 변화 측면에서는뇌기반 원리를 활용한 통합교육 실천하기, ‘경력에 맞게’ 그리고 ‘성장하는 아이들에 맞게’ 교육계획안 변경하기, 유아중심 교육 실천하기, 전문가로서의 주도성 실천하기로 나타났다. 본연구결과를 토대로 뇌기반 교사교육을 위한 환경적 측면, 개인적 측면에서의 제언을 제시하였다.

영어초록

This study qualitatively explored the effect of the brain-based early childhood teacher training program on the teachers’ views on and their practice of early childhood education. The participants of the current study were eight kindergarten teachers and seven daycare teachers. They enrolled in the teacher education program and received the training from April to December in 2014, in which they learned the underpinnings and features of brain-based early childhood education and how to put them into practice in their educational settings. The teachers were interviewed and participated in the group discussions for the study. The themes emerged from the data addressed both the teachers’ views on early childhood education and their practices: ‘Discovering integrated brain and friendly brain-based education’, ‘Looking at the inside of an individual child: going back to the fundamentals of early childhood education’, ‘Rediscovering the meaning of competence as an early childhood practitioner: Moving from teacher-centered to infant-centered,’ ‘Newly recognizing what I already know’, ‘Recognizing ‘I’ as a professional’, ‘Practicing integrated early childhood education through brain-based education’, ‘Revising educational plans in accordance with teachers’ work experience and children who are ever growing up’, ‘Practicing child-centered education’, ‘Practicing teacher leadership as a professional.’ On the basis of the results, the suggestions for the teacher education geared toward implementing brain-based education were provided from contextual and individual perspectives.

참고자료

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