영아교사의 멘토링 장학프로그램 실행연구

Action Study on Mentoring Supervision Program for Teachers of Infant

본 연구는 영아교사의 역할에 대한 이해도를 증진시키고 영아교사를 위한 바람직한 멘토링 장학프로그램의 방향을 제안하고자 하였다. 능숙한 보육활동 수행을 위해 연구자가 20주간 영아반을 담당하고 있는 멘티교사들과 멘토링 장학프로그램을 실행하면서 영아교사의 보육활동 측면에서의 변화를 분석하였다. 멘티는 멘토링 장학프로그램을 통해 “더불어 공감하고 소통하게 되다”, “확고한 정체성과 자신감을 갖게 되다”, “아이의 눈높이에 맞는 교사가 되다”, “멘토의 경험을 통해 나를 다듬어가다”의 측면에서 점진적인 변화를 보였다. 멘토는 멘토링 장학프로그램을 통해 “협력적 리더가 되다”, “영아보육에 관한 시야가 넓어지다”, “가르치면서 한걸음 나아가다”, “객관적 시각으로 되돌아보게 되다”의 측면에서 변화를 보였다.

The purpose of this study was to provide a mentoring supervision program for mentee teachers in charge of infant classes during a 20-week period of time in an effort to improve their understanding of the roles of infant teachers and their job performance. Infant teachers aren't usually well assisted in terms of childcare activities, and it's basically meant to analyze what changes the infant teachers would undergo in an attempt to suggest some of the right directions for mentoring supervision programs geared toward infant teachers. The Changes of the Mentees is First, the mentees no longer felt left out when they built mutual and collaborative relationships with one another, which made it possible for them to feel more happy and easily fit into the organizational culture. Second, they acquired professional knowledge and knowhow about infant care, and they were consequently able to have their own infant care philosophy and belief. Third, they showed improvement in teaching ability while they tried to sensitively respond to infants who kept growing and changing. Fourth, they got to be attached to infants, to have a smooth communication with them and to reduce their trial and errors during job performance by applying the knowhow they acquired. The Changes of the Mentor is First, the mentor found it satisfactory to enlarge her personal relationships and acquire interpersonal skills and leadership skills while she built a friendly relationship with the mentee teachers. Second, she was able to foster her supervision skills and supporting skills in the course of informing the mentee teachers of her longtime knowhow. Third, she was able to broaden her mental and professional horizon and to acquire information on the latest trend in childcare. Fourth, she was able to look back on and review what she had learned, which served as an opportunity for her to have a conviction about her own view of education, to have an educational belief and to attain a personal growth.