보육교사의 통합적 인성 실천을 위한 협력적 실행연구

A cooperative action research for child care teachers’ integrated character practice

본 연구는 보육교사가 통합적 인성교육을 통해서 자신의 어려움을 해결해가는 과정을 협력적 실행연구로 진행하였다. 연구 참여교사는 S시에 위치한 K국공립 어린이집 보육교사 여섯 명으로 연구 기간은 실행연구 3차에 걸쳐 2016년 5월 12일부터 주 1회 총 16회기를 실시하였다. 실행연구 단계는 ‘유아교육기관의 문제 파악 및 통합적 인성교육프로그램 지원 → 실행 → 관찰 → 반성적 평가’ 4단계를 기본 주기로 반복하였다. 교사들에게 ‘통합적 인성교육모형’을 제시하여 실천하고, 실천 후 반성적인 사고를 통해서 평가의 시간을 지속적으로 가졌다. 1차 실행은 교사들의 ‘화’를 가라앉히는데 초점을 두었고, 2차 실행은 1차 실행결과를 토대로 교사들의 소진된 ‘에너지’를 충전하기 위한 방안 모색에 중점을 두었다. 3차 실행은 ‘더불어’ 살아가기로 교사들 자의적으로 시작되었으며, 교사들은 관계의 어려움을 호소하였고 관계 향상을 위한 지원을 실행하였다. 연구결과 보육교사들은 자신의 이해를 바탕으로 통합적 인성 모형을 실행에 옮기며 행복감을 증진하는 실천적 지식과 역량을 갖게 되었다.

This paper describes A cooperative action research that examined on the process of daycare center teachers solving their difficulties through integrated character education. Participants in this study were six daycare care center teachers who was carried out at the K National Daycare Center located in S City. The study duration was 16 weeks, starting from May 12, 2016 (16 sessions, one session per week, one and a half hours per session). The following four basic steps were repeated: problem identification and integrated character education program support → Implementation → Observation → Reflective Evaluation. After an integrated character education model was presented to the teachers, they were instructed to train it, and then continuously evaluation was conducted through the reflective thinking. The first piece of the action research was focused on the control of the teachers’ anger. The second action research was centered on seeking measures to replenish the teachers’ consumed energy based on the result of the first action. The third action research began by the teachers’ request after three months of the second action. research. The details of this phase were based on the idea “living together.” The teachers had complained of difficulties in human relations and so they implemented support for human relations improvement. As a result, the daycare teachers were equipped with the practicing knowledge and competencies that can enhance their happiness by putting the implementing an integrated character education model into practice based on their understanding of themselves.