한 어린이집 교사와 어린이들의 교실 담화 분석

Analysis of Classroom Discourse between A Child-care Teacher and Children

본 연구는 교수-학습 행위의 핵심이라고 할 수 있는 교사와 어린이들의 언어적 상호작용, 즉 교실 담화를 Bakhtin의 대화론 및 Lindfors의 탐문의 개념을 적용하여 분석해 보고자 하였다. 햇살어 린이집 교사인 박교사와 슬기반 어린이들 간에 이루어진 일련의‘아기에 대한 이야기’가 대화의 성격, 교사의 역할, 어린이들의 참여와 반응 등을 중심으로 분석되었다. 분석 결과 박교사의 탐문 초대로 시작된 이야기는 열린 탐문의 형태를 유지하기도 하였으며 교사가 특정한 틀을 가진 활동 마무리를 계획하면서 권위적인 담화의 형태를 띠기도 하는 등 복합적인 성격을 보였다. 교사는 어린 이들에게 생각을 드러내고 감정을 공유하도록 하며 자신도 함께 즐기는 모습도 보인 반면 탐문 행위의 참여자로서 자신을 표현하고 이해를 공동구성해 나가지는 않았다. 따라서 교사와 유아가 함께 하는 진정한 협력적 탐문의 분위기가 형성되는 데는 미흡함이 있었다. 유아들 역시 교사의 초대에 반응하여 자신의 생각을 드러내면서도 권위적 담화가 이루어질 때는 그에 맞는 형식의 대답을 하는 변화를 보였다.

Since the interaction between a teacher and students is the core of teaching and learning, this study aimed to analyze a set of interactions between a child-care teacher and the classroom children by applying Bakhtin’s dialogism and Lindfors’s concept of inquiry. The series of interactions regarding baby, which was constructed by a child-care teacher Park and her classroom children, was analyzed in terms of its characteristics, teacher roles in the interactions, and children’s participation and responses to the teacher’s utterances. The results of the study show that the interactions were started by inviting children to the teacher’s inquiry about baby, and at the starting point, it could be considered as an open-ended inquiry. When the teacher pushed the children to reach a predetermined event by her, however, the characteristics of the discourse was changed from an inquiry to an authoritative discourse. Showing such complex nature of the interactions, the teacher sometimes encouraged the children to express their ideas and feelings, but sometimes tried to lead them to give her expected answers. She was accepting children’s suggestions as well as forcing her directions. In general, the teacher enjoyed sharing children’s thoughts and experiences and tried to make the interactions an enjoyable and meaningful inquiry. Nevertheless, it was difficult to consider the series of interactions as an collaborative inquiry, because the teacher did not really participate in the interactions. She rarely expressed her own thoughts and feelings. Rather than becoming a co-member of the inquiry and constructing knowledge together, she did mainly play the role of a guider of the children’s inquiry.