예비유아교사의 그림일기쓰기 활동에 나타난 학교현장실습의 의미 탐색 (Exploration of the Meaning of Student Teaching in Preservice Early Childhood Teachers' Activity of Keeping a Picture Journal)

서지정보

· 발행기관 : 학습자중심교과교육학회
· 수록지 정보 : 학습자중심교과교육연구 / 18권 / 22호 / 1 ~ 19페이지
· 저자명 : 권화숙, 김은영, 이소영

초록

본 연구는 예비유아교사들이 학교현장실습 기간 동안 작성한 그림일기를 통해 예비유아교사의 관점에서 학교현장 실습을 이해하고자 유아교육과 3학년 학생 147명을 대상으로 2017년 4월 넷째 주 부터 2017년 6월 첫째 주까지 그림일기쓰기를 실시하고 이를 분석하였다. 연구결과, 실습 전 예비유아교사들은 새로운 환경에 대한 설렘과 두려움을 가졌고 스스로에 대한 믿음으로 잘 해 낼 것이라는 다짐의 모습을 보였다. 그리고 실습 중에는 모의수업 경험을 하며 스스로 만족감을 느끼고 성장함과 동시에 앞으로 있을 모의수업도 잘 준비해야겠다는 다짐을 보였으며, 현장에서 경험한 다양한 행사를 통해 유치원 교사로서의 삶을 몸소 체험하였다. 마지막으로 실습 후에는 유아들과 헤어지는 것을 무척 아쉬워했고 그 동안 잘 해주지 못했던 미안함과 아이들이 건강하기를 바라는 소망의 모습을 드러냈다. 또한 실습을 통해 많은 것을 몸소 배우며 값진 시간을 보냈으며 실습 이후 앞으로서 어떠한 교사가 되어야겠다는 교사상을 그리기도 하였다. 따라서 본 연구를 통해 그림일기 쓰기는 예비유아교사들로 하여금 자신의 경험을 뒤돌아보게 하고 스스로의 성장을 경험하게 하였으며, 유아교육과 학생들의 학교현장실습 지도 및 교육과정 운영 개선에 유용한 자료로 활용 될 수 있음을 시사한다.

영어초록

The purpose of this study was to examine what experiences preservice early childhood teachers gained before, during and after student teaching by asking them to keep a journal about their student teaching experiences in an effort to provide some information on how to help preservice early childhood teachers to have a better experience of student teaching in the future. Research materials were gathered by asking the selected preservice early childhood teachers to keep a picture journal for six weeks from the fourth week of April, 2017, which was before student teaching, to the first week of June, 2017, which was after that. The collected data were organized by time period: before, during and after student teaching. And then the data were analyzed to be categorized. The findings of the study were as follows: The preservice early childhood teachers were excited about and fearful of the new environments before their student teaching, but they believed in themselves and resolved to do good. During student teaching, they were satisfied with themselves and grew up as they acquired microteaching experience. They determined to give a better class next time, and they experienced what the substantial life of a kindergarten teacher would be like while they participated in various events. Finally, they felt very sorry for having to say good-bye to the young children after student teaching, and they told that they were sorry about not being nicer to them, and that they wanted them to be in good shape. The student teaching enabled them to learn a lot and have quality time in the kindergarten, and they planned what a teacher should be like in the future. The findings of the study are expected to offer information on how preservice early childhood teachers who will be early childhood teachers in the future should be taught to look back on their own student teaching experiences, to think from the perspective of early childhood teachers and to grow into full-fledged early childhood teachers.

참고자료

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