자문화기술지 글쓰기의 방법론적 제안

A Methodological Proposal for Autoethnographic Writing: Moving Toward Becoming「Affective Writing」as an Alternative Writing in Early Childhood Education

연구목적: 본 연구는 비자발적 혁신학교인 바람초등학교에서 학교단위 전문적 학습공동체 운동이 전개된 과정과 성과를 살펴 학교 변화의 동인을 탐색하는 것이 목적이다. 연구방법: 이를 위해 바람초등학교의 문서자료를 수집하고 교사들과의 심층면담과 전문적 학습공동체 활동에 대한 참여관찰을 실시하여 질적 사례 연구를 수행하였다. 연구결과: 첫째, 바람초등학교에서는 학점화 정책에 의해 전문적 학습공동체가 만들어졌고, 혁신학교 지정, 스몰스쿨 제도 도입, 행정업무전담팀 구성을 통해 학교단위 전문적 학습공동체 운동이 전개되었다. 둘째, 그 결과 교육과정에 대한 인식 전환, 교사조직의 재구조화, 교사 협력의 강화가 이루어졌다. 셋째, 변화의 동인은 스몰스쿨 제도와 학년단위 전문적 학습공동체 조직이었다. 논의 및 결론: 바람초등학교의 사례는 학년단위의 교육과정이 운영될 수 있도록 자율화하는 일, 전문적 학습공동체를 학년단위로 구성하여 학년 교육과정 공동체를 만드는 일이 학교 변화의 동인이 될 수 있음을 보여준다.

Purpose: The aim of this study is to propose a method of autoethnographic writing as a qualitative research method suitable for early childhood education in a way to raise the conflict of emotional exhaustion and professional improvement. Method: To do so, this study explores the theoretical aspects of autoethnography, points out the nature and limitations of writing in early childhood education, and undertakes a philosophical review on ‘feminine writing that reveals excluded voices’ and ‘affect as an exploration of inter-action of ontological implementation and competence’ to explore an alternative writing method. Results: In the way of autoethnographic writing, the study generated the four versions: the first one is ‘affective writing that focuses on the memories of agencement and event, and sense-emotion-sentiment’, the second one is ‘affective writing that is becoming diffraction beyond reflection’, the third one is ‘affective writing that is generating a difference with the echo of resonance’, and the fourth one is ‘affective writing that sheds light on the meaning of learning as afterwardedness’. Conclusion: First, affective writing has the power to traverse the dichotomy of exhaustion and professional improvement of early childhood teachers. It could not be a defensive mechanism to protect oneself by trying to forget the teacher’s emotional exhaustion, but it could be a way of studying the teacher oneself to overcome exhaustion and enhance expertise while facing their exhaustion. Second, affective writing is a micro-qualitative research method starting from individual teachers, but since it is autoethnography, it can be established as a methodology that resonates greatly with fellow teachers and our entire early childhood education. In addition, it could form a place of coexistence where teachers are not isolated alone in early childhood education but united together and move forward with more multi-layered power. Third, it is expected that affective writing generated by autoethnographic writing methods will go beyond simple emotional healing and be able to provide specific help to improve teachers’ in-depth expertise as a learning community where the teachers who study and grow together.