예비유아교사들의 보육실습 경험에 관한 내러티브 탐구

A narrative study on practicum experience of pre-service early childhood teachers in large group activities

본 연구는 보육실습에서 예비유아교사들이 대집단활동 관찰 및 실행에서 겪는 경험과 그 경험의 의미를 내러티브 탐구를 통해 살펴보고자 하였다. 이를 위해 D대학 유아교육과 2학년을 연구참여자로 선정하여 자서전적 글쓰기, 개인면담, 실습일지 등의 자료를 수집하였다. 본 연구에서 수집된 자료를 분석한 결과, 예비유아교사들은 실습 지도교사의 대집단활동 실행과정을 관찰하면서 오랜 교직생활에서 비롯된 경험과 교수기술, 그리고 연구하는 자세에 대해 존경하는 마음을 갖게 되었다. 또한 직접 대집단활동을 실행하면서 지도교사의 따뜻한 격려와 날카로운 조언을 통해 가르침과 교사됨에 대해 반성적으로 성찰하게 됨으로써 영유아와의 교감에서 오는 즐거움을 경험할 수 있었다. 이러한 연구결과는 보육실습이 예비유아교사의 가르침에 대한 신념 형성과 교수능력 함양을 도모하는 중요한 기회가 됨을 보여준다.

This study was conducted to examine the meanings of early childhood teachers practicum experience in day care centers focusing on observation and practice of large group activities in the classrooms. The research method of narrative inquiry was utilized in this study. Subjects were 54 pre-service early childhood teachers in D college. The data were collected from October, 2014 to January, 2015 through reflective journals, individual interviews, and practicum journal logs. During their observation of large group activities conducted by the early childhood teachers with their children, the pre-service teachers found recognition and respect for the experienced teachers instructional skills, their effort, and passion toward their practice. Pre-service early childhood teachers narrated that they recovered self-confidence on teaching, reflected themselves as teachers, and experienced tension and joy through direct communication with children while they were practicing large group activities. The findings of this study indicated that observation and practice of large group activities triggered self-confidence of pre-service early childhood teachers as teachers towards large group activities. Therefore, the results of this study provide useful information on teacher education program in terms of observation and practice of large group activities.