유아교사의 창의·인성 교육에 관한 실천적 지식의 인식 변화과정

Abstract

This study aims to examine the experiences of early childhood teachers who conducted creativity-character education in educational facilities and explore the change in practical knowledge process regarding their creativity-character education. For methods, participants were targeted and sampled among early childhood teachers interested in practical knowledge on their creativity-character education, performed in-depth interviews and analyzed collected data qualitatively. In this way, drawn results included “the first meeting between creativity-character education: seeing the given creativity-character education with a glasses of viewpoint,” “searching for creativity-character education: dual play between ambiguous feeling and confusing emotion in search of intangible creativity-character education,” “making creativity-character education: making invisible creativity-character education visible,” “Finally realized authentic creativity-character education: the discovery of successful key to achieve the authentic creativity-character education. The present study is expected to propose complements and improvements of kid creativity-character educational program to be developed and provide basic data for the future creativity-character education research by analyzing the process of practical knowledge regarding creativity-character education to be developed as early childhood teachers practice creativitycharacter education.