초임 보육교사의 장애전담 어린이집적응과정에 관한 내러티브 탐구 (A Narrative Inquiry on the Adaptation of Beginning Teachers in the Child Care Centers for Young Children with Disabilities)

서지정보

· 발행기관 : 한국특수아동학회
· 수록지 정보 : 특수아동교육연구 / 15권 / 4호 / 465 ~ 490페이지
· 저자명 : 강유진, 권요한

초록

본 연구는 장애전담 어린이집 보육교사가 적응과정에서 겪는 경험과 그 의미를 살펴봄으로써 교사로서의 성장과정을 알아보는데 목적이 있다. 연구목적을 이루기 위해 2012년 4월부터 2013년 4월까지 약 1년 1개월에 걸쳐 3명의 초임 보육교사들을 대상으로 내러티브 탐구 방법을 실시하였다. 자료수집 방법으로는 참여관찰과 면담을 주로 하였다. 연구자는 참여관찰일지, 연구자 일지와 면담일지를 작성하였고 연구 참여자들은 보육일지와 반성적 저널을 기록하였다. 이 연구를 통하여 얻어진 주요 결과를 정리하면 다음과 같다.
첫째, 장애전담 어린이집 보육교사는 보육활동을 통해서 많은 시행착오와 한계에 부딪히며 좌절감과 회의감을 경험하였다. 둘째, 장애전담 어린이집 보육교사는 일반 보육교사가 담당하는 보육적 업무와 특수교사가 담당하는 특수 교육적 서비스를 동시에 제공하는 업무를 경험하였다. 셋째, 장애전담 어린이집 보육교사는 일반 어린이집 보육교사들에 비해 다양한 구성원들과 관계를 맺는 경험을 하였다.
세 명의 보육교사가 같은 장애전담 어린이집의 보육교사로 근무하였지만 각 반의 소속된 유아들의 장애유형과 정도, 그리고 한 반을 구성하고 있는 교사들의 전공영역, 경력정도, 지원교사의 유무에 따라 경험하는 이야기들이 달라지고 그에 따른 갈등과 스트레스, 성장속도, 경험의 의미가 달라지는 것을 알 수 있었다. 그러므로 일반 어린이집 보육교사와 다른 특성이 요구되는 장애전담 어린이집 보육교사를 위한 보육실습 지도 지침이 개발되어야 하며, 초임 보육교사들이 특수교육적 서비스에 대한 직무를 이해하고 수행할 수 있는 지원들을 제도적으로 마련해주어야 할 것이다.

영어초록

The study attempted to explore on beginning teachers' educational experiences of adapting themselves to child care centers for young children with disabilities. This study tried to research on the meaning of experiences that new child care center for young children with disabilities on the road to become experienced teachers went through. It is essential to gain a better understanding of new child care center for young children with disabilities to engage in child care center life as a newly appointed teacher.
For this research, there were 3 participants and their first 11 months experience was examined. A narrative inquiry was adopted to reveal the meaning of educational experience of adaption. Data were collected and extracted from teachers' reflective journals, participative observation and individual interviews. By the teachers' retelling of their experience, the evens were confirmed and compiled. All data were analyzed through the following procedure: data arrangement, understanding, categorization, and scrutinizing, content analyses and core category construction, and data reexamined and interpretation.
The results of this study through the above methods are following:First, teachers in child care centers for young children with disabilities experienced frustration and skeptical thought because of smashing limits through teaching-study trial and error. They understood the special characters of young children with disabilities little by little and had themselves a teaching-study competence through reflecting their teaching style. They realized that teaching-study for young children with disabilities set a goal that finishing daily work than teaching something and accepted limits of young children with disabilities.
Second, teachers in child care centers for young children with disabilities experienced both child care duties and special educational duties. Because of these duties, they first felt anxieties and undergo the dilemma between child teacher roles and special teacher roles. However, they went through those and became the experts for children with disabilities.
Third, teachers in child care centers for young children with disabilities formed the various connection comparing with child care teachers. They had troubles with special teachers, speech therapists and physical therapists about educational approach and had difficulties communicating with them due to the lack of understanding about each field. Though child care teachers taking the role of co-teacher in the classroom, specific character composed of women brought invisible love and jealousy between members. By adapting to hidden dissatisfaction and dissension, they tried to keep the harmonious relation and extended their relation by understanding each situation.

참고자료

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