유치원 지구별 자율장학 참여를 통한 유치원 교사의 좋은 수업 만들어가기의 의미 (Participation in District-Based Kindergarten Autonomous Supervision and the Meaning of Creating Good Instruction among Kindergarten Teachers)

서지정보

· 발행기관 : 한국아동교육학회
· 수록지 정보 : 아동교육 / 25권 / 3호 / 333 ~ 358페이지
· 저자명 : 이지현, 정지현

초록

본 연구는 유아교육기관 현장에서 근무하는 교사가 인식하는 좋은 수업의 의미를 탐색해 보고자 하였다. 연구참여자인 Y교사가 유치원 지구별 자율장학을 준비, 실행, 마무리 단계의 과정에서 겪게 되는 좋은 수업에 대한 의미를 참여 관찰과 심층 면담을 통해 수집된 자료를 분석하여 질적 연구를 수행하였다. 연구결과 첫째, 유치원 지구별 자율장학 수업을 준비하는 단계에서 교사는 좋은 수업을 해야 한다는 부담감으로 인해 교사 자신의 전문성 향상을 위한 자발적인 수업연구를 시도하게 되었다. 둘째, 실행 단계에서 좋은 수업을 하기 위해서는 교사의 전문성을 보장하고 컨설턴트와 장학사 간의 좋은 수업에 대한 의견을 조율이 필요한 것으로 나타났다. 셋째, 마무리 단계에서 교사는 ‘유아들이 즐거운 수업’에서 확장되어 ‘교사 또한 재미있고 즐거운 수업’이 좋은 수업이라고 생각하게 되었으며, 이를 위해 교사 자신의 연구와 노력이 필요하다는 인식의 변화가 나타났다.

영어초록

The purpose of this study was to examine the collected cases of classes given by a selected kindergarten teacher trying to conduct good instruction and the process of her actual efforts for creating good instruction in an attempt to explore her perception of the meaning of good instruction. After earlier studies were analyzed, her classes were observed, and in-depth interviews and data analysis were carried out. What experiences teacher Y, the subject of this study, had during her preparation for district-based autonomous supervision and what she thought good instruction should be like after giving an open class were investigated by making a participant observation and having in-depth interviews. After all the interview data were collected, open coding that was analytical induction was conducted to find or create terms that could correspond to the implicit meaning of the data. The findings were as follows: First, the teacher thought she had to give good instruction in the preparatory stage for district-based autonomous supervision. Accordingly, she was under pressure and then spontaneously put her efforts into class work study to take her own professionalism to another level. Second, the guarantee of teacher professionalism was necessary in the stage of acting out to ensure good instruction, and opinion coordination between the consultant and the supervisor on good instruction was required as well in that stage. Third, she just thought good instruction was to make preschoolers have a nice time, but she got to think it would be good instruction to make both preschoolers and teachers feel interesting and happy. And she realized that teachers themselves should make research efforts to create good instruction.

참고자료

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