A Consensual Qualitative Research on the Personality Education Experience of In-service Early Childhood Teachers

Abstract

반인륜적 사회문제가 심각한 상황에서 인격의 기초가 형성되는 유아기 인성함양은 매우 중요한 유아교육의 과제이다. 이에, 이 연구는 현직 유아교사의 인성교육 활동 경험을 합의적 질적 연구방법으로 접근하여 첫째, 현직 유아교사의 인성교육 활동에 대한 인식은 어떠한가? 둘째, 현직 유아교사가 인성교육 활동 과정에서 경험한 것들은 무엇인가? 셋째, 현직 유아교사의 인성교육 활동 결과는 어떠한가?를 규명하여 유아교사의 인성교육 역량을 높이는데 기여하고자 한다. 본 연구자는 현직 유아교사 11명을 개별 면접하여 자료를 분석하였다. 연구팀은 영역을 추출하여 중심개념과 범주, 하위범주를 추출하고, 분석의 타당성과 안정성을 확보하기 위해 감수와 교차분석을 실시하였다. 현직 유아교사의 인성교육 활동 경험은 인성교육에 대한 인식, 인성교육 과정, 인성교육 결과의 3개 영역으로 구성되었다. 먼저, 현직 유아교사들은 인성교육에 대해 유아기에 해야 하는 기본 교육이고, 주변사람의 영향이 중요하며, 자연스럽게 배워야 하는 학습으로 인식하였다. 둘째, 유아교사들은 인성교육 과정에서 유아들에게 지속적으로 개입하고, 인성교육 역할을 위해 노력하였으며, 인성교육에 대한 갈등을 경험하였다. 셋째, 유아교사들은 인성교육의 결과로 유아의 변화에 보람을 느끼고, 유아교사로서 깨달음을 얻었고, 더 효과적인 인성교육을 위한 기대사항이 있었다. 이러한 연구과정은 현직 유아교사들의 인성교육에 대한 인식과 노력을 확인하고, 유아교사에게 더 많은 인성교육 관련 강화와 지원이 필요함을 보여주고 있다.As horrifying and cruel accidents are increasing, posing threat to humanity in the society, cultivating personality in early childhood is becoming more and more important in early childhood education. This is because personality education conducted in infancy has a long-term effect on a person s entire life. This study looks into the experience of in-service early childhood teachers personality education activities through a consensual qualitative research method. First, what is the perception of in-service early childhood teachers on personality education activities? Second, what did the in-service early childhood teacher experience in the course of personality education? Third, what are the results of in-service early childhood teachers personality education activities? Answering to theses questions, this study is intended to contribute to enhancing the personality education capacity of early childhood teachers. This research was conducted with individual interview with 11 in-service early childhood teachers as participants, using a semi-structured questionnaire. 3 research teams conducted data analysis with supersion of the researcher. The research team extracted domains, and therein defined core ideas, categories, and subcategories, and conducted supervision and cross-analysis to secure the validity and stability of the analysis. The experience of personality education activities of in-service early childhood teachers consisted of three areas: perception on personality education, personality education course, and personality education results. First, the in-service early childhood teachers perceived personality education as a basic education that should be done in infancy, the people around them as crucially influential, and that personality education should be done naturally. Second, early childhood teachers continuously intervened with children in the character education process, tried to play a role in personality education, and experienced conflict over personality education. Third, early childhood teachers felt rewarded and gained insights when they witnessed children were changed as a result of personality education, and they had expectations for more effective personality education. This research process confirmed the awareness and efforts of in-service early childhood teachers on personality education with systematic approaches, and at the same time showed that more character-related programs need to be strengthened and supported for preparatory or in-service early childhood teacher education.