멘토링 활동에 나타난 예비유아교사-유아 관계 양상과 실천적 지식 탐색:

• 영문명: Exploration of the Aspects of Preservice Early Childhood Teacher-Preschooler Relationships during Mentoring Activities and Practical Knowledge: with priority given to preservice early childhood teachers
• 발행기관: 한국유아교육·보육복지학회
• 저자명: 남명자(Nam, Myung-Ja)
• 간행물 정보: 『한국유아교육·보육복지연구』韓國幼兒敎育·保育行政硏究 제20권 제4호, 293~322쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.12.30

국문 초록

본 연구는 유아교육학과 2학년 대학생 멘토와 만 3세 남아 멘티의 1:1멘토링에서 나타나는 멘토-멘티간 관계의 변화 양상과 멘토링을 통해 대학생 멘토가 구성하게 된 실천적 지식을 탐구하였다. 이를 위해 멘토링 활동일지를 질적으로 분석하고 2명의 대학생 멘토를 대상으로 심층면담을 실시하였다. 연구결과, 멘토-멘티 간 관계는 혼란기-모색기-유아가 자발적으로 참여하는 단계- 멘토․멘티 상호주도 단계로 변화하였다. 혼란기는 멘토가 계획한 활동을 충분히 진행하지 못해 혼란스러워하는 단계이고, 모색기는 멘티 유아가 계획한 활동에 더 몰입해서 참여할 수 있도록 모색해보는 단계이다. 이 단계를 지나 계획했던 감각놀이에 유아가 자발적으로 참여하는 단계를 거쳐 멘토가 주도하는 과정과 멘티가 주도하는 과정이교차되어 나타나는 멘토-멘티 상호주도 관계로 발전하는 모습을 보여주었다. 이와 같은 관계를 통해 예비유아교사가 구성한 실천적 지식은 유아의 능동성을 계획한 활동과 연결하기와 유아의 개별성 이해하기, 수용과 한계 경계 지키기로 나타났다. 본 연구결과를 예비유아교사 양성교육과정에 주는 의미를 중심으로 논의하였다.

영문 초록

The purpose of this study was to examine the aspects of changes in mentor-mentee relationships during one-on-one mentoring between college students and preschoolers. The selected college students who were in their second year majored in early childhood education, and the selected preschoolers were at the western age of three. After the mentoring journals of the students were collected, a qualitative analysis was made, and the two mentors were interviewed in depth. The findings of the study were as follows: There were four different stages that they underwent in terms of mentor-mentee relationships: the stage of confusion, the stage of groping, the stage of the young children’s voluntary participation, and the final stage led by both of the mentors and the mentees. In the stage of confusion, the mentors were thrown into confusion as they failed to fulfill the preset activities properly. In the stage of groping, how to encourage the preschoolers to be more absorbed in the activities was explored. After this stage passed by, there was a stage in which the young children spontaneously engaged in sensory play, and then their relationships developed into co-led relationships in the final stage. The mentors and the mentees took turns leading their own relationships in this stage. In that course, the preservice early childhood teachers acquired practical knowledge on how to take advantage of the positivity of the young children to fulfill the preset activities, how to understand their individuality, and how to accept them and keep within bounds. Finally, what implications the findings of the study had for the curriculums that aimed at fostering preservice early childhood teachers was discussed.

키워드

대학생 멘토링 예비유아교사 실천적 지식 Mentoring By College Students Practical Knowledge Preservice Early Childhood Teacher