유아 쓰기지도 과정에서 나타난 교사의 인식 연구

Abstract

This study attempted to find the direction and attitude of desirable writing instruction that early childhood teachers should pursue by examining the perceptions of teachers formed through the process of guiding early childhood writing. To this end, individual and group in-depth interviews were conducted with four kindergarten teachers with around 10 years of experience teaching writing for various young children. As a result of examining the writing guidance process of the research participants, teachers' perceptions were examined in two main aspects. First, in terms of practical knowledge, teachers were able to understand children's writing through writing guidance. In other words, by comparing children's writing with adults' writing, the role of teachers in children's writing, and the necessary conditions for children's independent writing, we learned the characteristics of children's writing. Second, teachers were able to form their own educational beliefs through writing guidance in terms of emotional values. In other words, through the dilemma experienced in the environment surrounding children, the change in values experienced by experiencing various writing materials, and the derivation of points that should be reflected in the actual writing guidance, they came to have their own beliefs for writing guidance. It is expected that children's writing will be activated and teachers' capabilities will be strengthened by using these research results as basic data.