예비유아교사의 장애관련 영화 감상 경험의 의미 탐색

Exploring Pre-service Early Childhood Teachers Appreciation for Disability-Related Films

This study explored the meaning disability-related films have on pre-service teachers who enjoy watching them. They were asked to write about their impressions on the films during the introduction-class to special education. The subjects consisted of 36 pre-service teachers who have been attending the department of early childhood education. They watched the total of 4 films, then submitted commentary papers, and lastly, held a discussion on the films. The contents of 127 composition papers and debates were analyzed in the study. The analysis indicated that pre-service early childhood teachers found the films to be meaningful in six different ways: (1) by assimilating to and accommodating the existing perceptions of the disabled; (2) by self-identifying with the disabled and their families; (3) by holding reflective attitudes on the indomitable efforts of the disabled and their families; (4) by maintaining a critical perception of inconsistency in treatment toward the disabled in the society; (5) by experiencing catharsis of introspective depression and repressed emotions; (6) by forming sympathy for and becoming confused about current practices toward the disabled in the discussion about famous lines in the films. In conclusion, the results suggest the film to be utilized as a significant means for special education on behalf of the disabled.