학습공동체를 통해 살펴본 보육실습 지도교사들의 실습지도에 대한 실천적 지식

The Practical Knowledge about Childcare practice teachers teaching by looking through learning community

본 연구에서는 질적 연구를 통하여 보육실습 지도교사들이 학습공동체에서 예비보육교사 지도과정에 대한 실천적 지식이 무엇인지를 살펴보았다. 연구기간은 2019년 1월부터 2020년 5월까지로 이 기간 중 보육실습 지도교사들이 6개월 동안(2019년 6월~11월) 12회의 학습공동체에 참여하며 예비보육교사 지도과정에 대한 자신들의 실천적 지식을 탐색하며 이를 구성원들과 함께 공유하였다. 이 과정에서 연구자는 학습공동체를 통해 인식하게 된 연구 참여자들의 실천적 지식을 보육실습 지도교사의 특성에 맞게 분석하였고, 그 결과 지도교사들이 학습공동체를 통해 예비보육교사 지도과정에 대한 자신들이 가지고 있는 실천적 지식에 대해 인식하고 재구성하는 모습을 볼 수 있었다. 이러한 과정은 보육실습 지도교사들의 개별전문성과 더불어 보육교사들의 집단전문성까지도 긍정적 영향이 있음을 알 수 있었다.

The purpose of this research is to look over how childcare practice teachers could perceive practical knowledge about pre-service childcare teachers training courses by participating in learning community. To figure out what practical knowledge childcare practice teaches has, 4 training teachers with the experience of teaching pre-service childcare teachers training courses had participate in this research. This research had been conducted for about 1 year and 5 months, from January 2019 to May 2020, which included approximately 6-months running period of learning community. The researcher collected data through participation observation, individual in-depth interview, checking field dailies, and collecting other documentational evidence. And the analysis of research results had been conducted in the order of transcription, data integration, area analysis, data classification & analysis and interpretation on classified data. The result shown at this research is as below. Childcare practice teachers could acquire the practical knowledge about him or herself, understanding of pre-service childcare teachers, teaching environment, teaching contents, curriculum, and its methods. To conclude, the researcher could find out that participation in learning community could be the chance of discussing with members, checking their teaching procedures, developing it. This process could make childcare practice teachers perceive practical knowledge about pre-service childcare teachers, and the contents and methods which is reorganized by childcare practice teachers could be helpful to develop effective childcare practice teaching methods. Not only that, learning community provide the chance of conversation sharing and learning.