한 교사의 유아평가에 대한 자문화기술지 - 작년 담임교사를 신뢰하는 학부모관계에서 느끼는 어려움으로부터 -

Abstract

This study started to rediscover the meaning of early childhood assessment that this researcher felt most difficult and hardest during her teaching career. This study focused on reflectively looking into the teacher’s perception of early childhood assessment and finding true meaning during the process of autoethnography. The researcher carried out early childhood assessment with wrong perception that honest and straightforward assessment on children’s behavior that is observed on the spot is objective and exact, and came into conflict with children’s parents as they found a difference in early childhood assessment compared to last year’s home room teacher. The researcher was then an amateur beginning teacher and without knowing that this researcher’s assessment was extremely subjective, and they could not reflect on her own early childhood assessment, shifting the blame on to the former homeroom teacher. However, this researcher looked at the meaning of assessment from a wider point of view through auto technography and subsequently reflected very subjectively on the assessment since she viewed that the standards for her early childhood assessment were set by a teacher’s personal environment and characteristic and looked at children in a certain frame set by the teacher so that this study aimed to rediscover the meaning of early childhood assessment. This study suggests the need for efforts to find the importance and true meaning of desirable early childhood assessment conducted by the teachers in child education centers.