유치원 교사의 예비교사 교육실습 지원 경험에 대한 개념도 분석

Abstract

The purpose of this study was to explore the phenomenon and concept of teaching practice through the experiences of preschool teachers in supporting preservice teachers, to identify the potential structure of the concept and the degree of agreement, and to draw implications for teaching practice systems. Participants were 24 teachers with experience as practicum supervisors, working in public or private preschools in three metropolitan areas and one rural area. Teachers were interviewed in three groups to share their experiences of supporting teaching practice, and 50 statements were derived from the interviews and expert review. Multidimensional scale analysis and cluster analysis were conducted based on the participants' categorization of similarity and assessment of their level of agreement with the statements. The results were as follows. First, the conceptual map of kindergarten teachers' experiences of educational practice support was set to be two-dimensional, with the x-axis interpreted as 'relational growth and systemic limiting factors' and the y-axis as 'conflict and performance factors'. Second, the statements were organized into four clusters, which were named cluster 1, “Change together through reflection”, cluster 2, “Difficulties related to preservice teachers”, cluster 3, “Support for preservice teachers' pedagogical practice”, and cluster 4, “Needs for a support system for teaching practice. Third, teachers expressed higher agreement with statements in clusters 1 and 3 and lower agreement with statements in clusters 2 and 4. Teachers perceived difficulties in supporting preservice teachers and the need to improve the practice system, but they were more likely to agree that it was a positive experience in which they made a difference with preservice teachers through reflection and practice. This study found that teachers noticed the changes and growth that occurred in their experiences with support for teaching practice, focused on the support for teaching practice, and created concepts that encompassed dilemmas, challenges, and support systems. It also discussed implications for creating a vibrant teaching practice ecosystem that includes diverse actors in teaching practice.