액션러닝을 활용한 유아교사교육에서 촉진자로서의 교사 역할 변화 과정 탐구

Exploring the identity formation process of teachers as a facilitator in early childhood teacher education program adopting action learning

본 연구는 액션러닝을 활용한 유아교사교육에서 촉진교사로 선정된 참여자 7인의 정체성 형성과정을 질적으로 분석하는데 목적을 두었다. 이를 위해 교사교육이 진행되는 동안의 참여 관찰, 참여자 면담, 참여자 저널을 통해 자료를 수집하였으며, 근거이론 방법을 적용하여 이를 분석하였다. 그 결과, 개방코딩에서 총 104개의 개념과 36개의 하위 범주 및 14개의 범주를 발견하였다. 촉진교사의 정체성 형성은 ‘역할 혼미’, ‘역할 수용과 적응’, ‘정체성 확립과 성장’ 단계로 변화하는 것으로 나타났다. 이러한 결과를 통해 유아교사교육에서 촉진교사 정체성 형성과정에 대하여 ‘통제적 조절 동기에서 자율적 조절 동기로: 고민과 실천을 거듭하여 촉진교사로 성장하기’가 핵심범주로 도출되었다. 본 연구 결과를 바탕으로 액션러닝을 활용하는 유아교사교육에서 촉진교사 양성 및 지원방안을 논의하였다.

The aim of the present study was to explore the process of role identity as a facilitator in the teacher education program adopting action learning. The participants were 7 early childhood teacher working at the public and private kindergarten in Gyeonggi Area. For the study, individual interviews, participants observation were carried out during the teacher education and the journal of participants were collected. Data analysis implemented based on grounded theory. As a result, it was found that the formation of the role identity as a facilitator in the teacher education went through 3 phase, from ‘role identity diffusion phase’, ‘the role identity acceptance and adaptation phase’ to ‘the role identity achieved and growth phase’. These results show that the formation process of role identity as a facilitating teacher in early childhood teacher education is derived as a core category from ‘externally controlled motivation’ to ‘autonomous motivation’: to grow as facilitating teacher by repeatedly reflecting and practicing’ was derived as a core category. Based on the results of this study, we discussed the proper way fot training and promoting teachers as a facilitator in early childhood teacher education using action learning.