영유아중심교육 실천을 위한 핵심 개념과 교사의 역할 적용에 대한 실행 연구

Abstract

The purposes of this study is to provide reference materials for teachers who want to practice young child-centered education through exploring what teachers experience in the process of application of core concept and teacher’s role to practice young child-centered education reestablished by Im Hwan-mi and Yoon Sun-young(2022). For this, action research was conducted with seven teachers through focus group interview and non-participant observation. Focus group interview and non-participant observation was done alternately at 1-week intervals at 10 times. The collected data are transcription data, observation journals, journals of teachers and researchers, and other data, and the results were derived after analyzing according to the inductive analysis procedure of Lee Dong-Sung & Kim Young-Chon(2014). As a result of the study, teachers experienced difficulties such as “Awkward to recognize”, “It's difficult to form a relationship”, “I try to plan habitually”, “It's burdensome to model”, and “Awkward to guide”. However, as teachers clearly understood and interpreted the core concepts and teacher’s role, they experienced “New recognition of me and children”, “I'm happy to share my feelings”, “I sympathized with them, and I became fun”. In addition, teachers actively practiced young child-centered education with direction and confidence. Finally, based on the results of the study, key concepts and the teacher's role from another perspective and teacher self-assessment support, teacher education format, progress method, and contents were suggested.