유아 교사의 놀이 성찰에서 나타난 전문성 탐색

Abstract

Based on the perspective of relational ontology, this study attempted to explore the expertise that appeared in the play reflection of early childhood teachers. To this end, interviews with two early childhood teachers were conducted, and the meaning of expertise was explored, focusing on play that showed the teacher's expertise well. First, in becoming a snail, the curriculum execution ability to maintain a long breath of play and the ethics of each other's responsibility appeared. Next, it was found that watering dogs and stepping stones that attract children have a sensitivity to learning that teachers who apply the curriculum to children who meet physical properties are everywhere. Finally, the flowing rainbow scarf play showed a sense of recognizing the flow of play and flexibility in the action of power in the classroom. Based on this, it was discussed that not only intellectual but also practical skills work together, so experience is needed to improve teachers' practical expertise, that teachers' learning is an internal-action with ontological and ethical characteristics, and that personal efforts and educational conditions should be improved.