위기 사건 경험 노인 여성학습자의 초등학력인정 문해교육과정 학습경험의 의미탐색

Abstract

This study is conducted to explore the meaning of the learning experiences of the female elderly learner who experienced life crisis events and participated in the literacy program accredited elementary education. For the purpose, the life history research method was employed. The participant overcame the great crisis of life that she faced in the latter half of her lives by learning in the literacy program, while reporting a significant change in her mind compared to before learning. In addition to a sense of confidence and achievement, it is said that unlike before, her mind has softened and her has become more tolerant of others than before. Based on the above research results, the following implications were derived. First, the literacy program process involves more than academic accreditation. The participant’s learning was further motivated by the needs of escaping from the crisis situation, which led to her perceived joy of learning and life. Second, the participant gained a sense of accomplishment and confidence by receiving support from teachers and fellow learners. Third, the participant newly established her attitude toward life for the rest of her lives while attending literacy schools. Through introspection and rumination on the learning experience, which is the process of reinterpreting or reinterpreting the meaning of the learning experience and converting it into action (Mezirow, 2000), an opportunity for a positive change in consciousness is created. Based on the research results, it is necessary to re-prove the relationship between social support and psychological aspects as well as the relationship between learning experience, perception and attitude change for the rest of life with a more systematic and structured study in future follow-up studies. Also, the need to expand the budget and support policies for literacy education was suggested