예비 유아교사의 교육실습 기간 동안 SNS 멘토링(mentoring)의 과정 및 경험과 의미 탐색

Abstract

Objectives In this study, we investigated the SNS mentoring process and experience of prospective early childhood teachers during the educational practice period.
 Methods To this end, SNS mentoring was conducted during the educational practice period for 11 prospective early childhood teachers in Seoul-based three-year early childhood education and 3rd graders. The research period was set from March 19 to May 16, 2022, and the research was conducted using SNS group chat rooms and personal chat rooms, and data collection and analysis were focused on journals with mentors and prospective infant teachers and conversations on SNS. Data analysis was analyzed in the order of transcription, memo, open coding, in-depth coding, and topic generation suggested by Kim Young-cheon (2016).
 Results First, through SNS mentoring, prospective infant teachers were able to think of various ideas through sharing stories with other prospective infant teachers during the educational practice period. Second, prospective infant teachers were able to actively and actively conduct practice during the educational practice period through SNS mentoring during the educational practice period. Third, it became an opportunity to grow a step further as an infant teacher through SNS mentoring. Fourth, SNS mentoring was able to gain emotional stability during the educational practice period for prospective infant teachers in terms of the methodology of mentoring.
 Conclusions SNS mentoring can be conducted without time and space restrictions than other mentoring in accessibility, and the SNS mentoring process will be a good way to support prospective and incumbent infant teachers as mentee's leading mentoring is possible.