교사의 행위적 절단을 통해 바라본 어린이의 배움 탐구

Abstract

This paper explored children's learning through the agential cuts of teachers. In order to approach the learning of children who are intricately intertwined with time, space, and materials, researchers attempted arbitrary separation through ‘agential cuts.’ The intensity of the affect was determined in the assemblage of all elements, including past memories, attitudes of listening to each other, and texts exchanged by researchers to respond to research questions. And the researchers' cuts were placed as “learning that starts from children's desires”, “emerging children’s culture and learning”, and “learning as a response to the world”. The discussion focusing on the assemblage of these agential cuts is as follows. First, children learn by encountering and reacting with the world's materials in a way that has never been done before, and by producing differentiation on their own. Second, teachers participate in the children's world and practice pedagogical actions through agential cuts to reach the uncertain learning of children who learn anew by creating differentiation every moment. These teachers' praxis can be seen as responding to ethical requests for entangled phenomena. This study is meaningful in that it has taken a step inside the phenomenon through agential cuts to approach the reality of learning that endlessly creates differentiation. It also show the new relocation that emerges from the relationship by crossing the boundaries of learning and teaching that creates differences will provide implications for the direction of early child teacher education.