코로나19 상황에서 줌(Zoom)을 활용한 수업에 대한 유치원 교사의 경험

Abstract

Objectives This study explored the classes using Zoom experience of kindergarten teachers using a non-face- to-face real-time Zoom platform in the context of COVID-19.
 Methods The study participants were a teacher with 13 years of experience and a beginning teacher at J Kindergarten. Data collection was conducted through in-depth interviews with two early childhood teachers from December 28, 2020 to June 1, 2021. The collected data were analyzed by an inductive analysis method to derive meaning from the experiences of the study participants.
 Results As a result the study, early childhood teachers experienced the following through Zoom classes: 1) Real-time non-face-to-face class conversion using Zoom, which enables communication through full remote class implementation, 2) tension caused by parents accompanying Zoom classes, 3) unfamiliar real-time non- face-to-face classes using Zoom, and 4) real-time non-face-to-face classes using Zoom, where prejudice acts as an obstacle. Through these experiences, early childhood teachers wanted to aim for a better Zoom class as follows: 1) reflecting on the non-face-to-face class using Zoom, which lacked class research, 2) try real-time non-face-to-face classes using Zoom without prejudice, and 3) a Zoom class that is different from the educational views, dreaming of a Zoom class with infant participation.
 Conclusions This study suggests that the classes using Zoom experience of early childhood teachers who tried to teach meaningful classes to infants can be developed into a more beneficial classes using Zoom for infants.