예비유아교사의 경험을 통한 정체성 형성의 의미 탐구

Abstract

Objectives This study investigated the meaning of identity formation as early childhood teachers through the experiences of preliminary early childhood teachers. Methods Six preliminary early childhood teachers enrolled at universities located in Seoul and Gyeonggi-province were selected as research participants, and in-depth interviews were conducted to understand their experiences without exaggeration. Based thereon, Giorgi's “existential phenomenological analysis” was used to understand the meaning of lived experiences of preliminary early childhood teachers more concretely and reveal the meaning of it. Results Preliminary early childhood teachers were forming their identity through: first, the memories of their own childhood and early childhood teachers, second, self-esteem and values to pursue that are formed based on personal beliefs as early childhood teachers, and third, the experiences of learning and practice encountered during the preparation process of becoming preliminary early childhood teachers. Conclusions Time spent as preliminary early childhood teachers is important in order to form a positive early childhood teacher identity. In addition, it is necessary to provide various opportunities for teachers to talk to each other about the image and meaning of early childhood teachers from their own experiences. Furthermore, it is important to enhance the understanding of the field by strengthening practical training. It is also necessary to bring them to a sense of conviction that they are professionals by striving to improve the low social awareness on early childhood teachers, improving the working environment, and providing appropriate salaries.