예비유아교사의 창의성 증진을 위한 디자인 교육활용 수업경험 탐색

Exploration of the Applicability of Design Education for the Creativity Improvement of Preservice Early Childhood Teachers

본 연구는 예비유아교사가 디자인 교육을 활용한 창의성 수업에서 경험한 사고변화 양상을 분석함으로써, 창의성 증진을 위한 디자인교육 활용의 교육적 의미를 추출하는데 그 목적을 두었다. 이를 위해 B광역시에 소재한 D대학교의 예비유아교사들 중 ‘유아 창의성 교육’ 강좌를 듣는 학생 30명을 대상으로 15회기에 걸쳐 Burnette의 디자인 교육모델인 ‘I/DEPPE/I’ 를 기초로 한 ‘모션 디자인, 일러스트레이션, 북 디자인의 3가지 디자인 과제를 활용한 교육을 실시하였다. 그 결과 첫째, 디자인 교육 과정 중 문제를 찾고, 탐색을 통해 비교 분석하며 아이디어의 가능성을 도출하는 과정(정의: Defining, 탐색: Exploring)에서 예비유아교사들은 지속적으로 반성적 사고를 경험하게 되었다. 둘째, 디자인 교육 과정 중 의도된 것을 만들거나 수행하기 위해 다양한 표현들을 이루어내고, 문제를 잘 해결하였는지, 목표 달성을 이루었는지에 대한 과정(생산: Producting, 평가: Evaluating)에서 예비유아교사는 창의성에 대한 교사관을 재정립하였다. 셋째, 디자인 교육 과정 중 의도에 따른 계획, 설계를 세우고 실제적으로 표현하는 과정과 결과물에 따른 교육적 가치와 의미의 중요성을 고찰하고 해석하는 과정(계획: Planning, 통합: Integrating)을 통해 예비유아교사는 창의성을 재개념화 하였으며 넷째, 디자인교육과정 중 마지막 평가(Evaluating)와 통합(Integrating) 단계에서는 디자인 교육을 활용한 창의성 수업에 대한 평가와 함께 결과보고에 대한 부담감으로 과정을 즐기지 못한 점을 아쉬움으로 지적하였다. 이러한 결과를 바탕으로 유아교사양성과정에서 예비교사의 창의적 증진을 도울 수 있는 교수방법으로 디자인 교육의 활용이 효과적일 수 있음을 확인하였으며 향후 과제에 대해 제언하였다.

The purpose of this study was to examine the educational significance of design education as a way of improving creativity in an effort to step up the creativity improvement of preservice early childhood teachers, as design education was expected to help expand the sphere of experience and thinking. The participants of the study were 30 students who were selected from among preservice early childhood teachers at D college. The selected students took an early childhood creativity education course. They performed three different creative design tasks: motion design, illustration and book design. And design education was provided according to Burnette's I/DEPPI/I, which was a model of design education. The findings of the study were as follows: First, the preservice early childhood teachers got accustomed to reflective thinking in the stage of defining and exploring. Namely, they got used to reflective thinking while they tried to find problems and make a comparative analysis to explore the feasibility of their own ideas. Second, the preservice early childhood teachers were able to build their view of teachers again in association with creativity in the stage of producing and evaluating. It was possible for them to reestablish their view of teachers while they tried to display what was on their minds in diverse ways and evaluate their own problem solving and determine whether they attained their objectives or not. Third, the preservice early childhood teachers were able to reconceptualize creativity in the stage of planning and integrating. They learned to look at creativity in a different way while they actually made designs as intended and deliberated the educational value and significance of design education. Fourth, they judged their own problem solving and learned about the significance and importance of design experience in the final stage of evaluating and integrating, and they reported that the design curriculum was of use for the improvement of creativity.