예비유아교사의 경험을 통한 정체성 형성의 의미 탐구

정대련,최수연 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.17

Objectives This study investigated the meaning of identity formation as early childhood teachers through the experiences of preliminary early childhood teachers. Methods Six preliminary early childhood teachers enrolled at universities located in Seoul and Gyeonggi-province were selected as research participants, and in-depth interviews were conducted to understand their experiences without exaggeration. Based thereon, Giorgi's “existential phenomenological analysis” was used to understand the meaning of lived experiences of preliminary early childhood teachers more concretely and reveal the meaning of it. Results Preliminary early childhood teachers were forming their identity through: first, the memories of their own childhood and early childhood teachers, second, self-esteem and values to pursue that are formed based on personal beliefs as early childhood teachers, and third, the experiences of learning and practice encountered during the preparation process of becoming preliminary early childhood teachers. Conclusions Time spent as preliminary early childhood teachers is important in order to form a positive early childhood teacher identity. In addition, it is necessary to provide various opportunities for teachers to talk to each other about the image and meaning of early childhood teachers from their own experiences. Furthermore, it is important to enhance the understanding of the field by strengthening practical training. It is also necessary to bring them to a sense of conviction that they are professionals by striving to improve the low social awareness on early childhood teachers, improving the working environment, and providing appropriate salaries. 목적 본 연구는 예비유아교사들의 경험을 통해 유아교사 정체성 형성에 주는 의미는 어떠한지 알아보았다. 방법 서울⋅경기 소재 대학에 재학 중인 예비유아교사 6인을 연구참여자로 선정하여 그들의 경험을 있는 그대로 이해하기 위해심층 면담을 진행하고, 이를 토대로 Giorgi의 ‘경험적 현상학적 분석’을 통해 예비유아교사들의 살아 있는 경험의 의미를 보다 구체적으로 이해하고 그 의미를 밝혔다. 결과 예비유아교사들은 첫째, 자신의 과거 경험 속에 남아있는 어린 시절과 유아교사에 대한 기억 둘째, 현재 개인의 신념에 근거하여 형성한 유아교사로서의 자부심과 추구하는 가치, 셋째, 미래 유아교사로서 준비과정에서 경험하는 배움과 실천 등을 통해 정체성을 형성하고 있었다. 결론 유아교사들이 긍정적인 정체성을 형성하기 위해서는 예비유아교사 시기에 자신의 과거 경험 속 유아교사 이미지와 그 의미에관해 공유할 수 있는 다양한 기회를 제공하고, 실무 중심의 교육을 강화함으로써 현장에 대한 이해를 높이며, 유아교사에 대한 낮은사회적 인식 개선을 위한 노력과 근무환경의 개선, 적절한 급여 제공 등으로 전문가로서의 확신을 줄 필요가 있다.

북한이탈주민 어머니와 함께 한 철학적 탐구공동체 활동 - 그림책을 기반으로

정대련,이지윤 한국유아교육학회 2020 정기학술대회 논문집 Vol.2020 No.1

따로 또 같이, 철학적 사고실험 첫발자국 떼기

정대련 한국철학교육학회 2022 한국철학교육학회 학술대회 Vol.2022 No.02

4세 유아들의 그림책에 대한 반응 고찰 : 그림책 <옛날 스님들은 어떻게 살았을까>를 대상으로

정대련 동덕여자대학교 생활과학연구소 2007 생활과학연구 Vol.12 No.-

Many young people, nowadays, are not interested in Buddhist life styles, or many Christians have some inappropriate prejudice about Buddhist cultural heritages. Young parents seldom recognize and try to introduce Korean traditional culture including Buddhist heritage to their children. It's a very big problem to lose precious spiritual roots of Korean cultural characteristics. So, this paper tries to examine young children's experiences of Korean traditional culture related to Buddhism. The purpose of this paper is to find out what 4 year old children think about Buddhist life styles expressed in a picture book, "How did the Buddhist-monks live in the old days?" The picture book, with very beautiful pictures and poetic words, shows how the monks thought, practiced, and lived as Buddhists. The picture book was shown and read to 16 4-year-old children of a kindergarten attached to D university and the children were asked some questions related to its content and meanings. According to the result, all children could feel and understand the meaning of compassion that the monks had consideration for all the creatures and practiced the good for all beings. They understood why the monks, in the picture book, practiced compassion with various ways and methods, and expressed their own thoughts and ways for saving other lives. Some children who had experiences about Buddhism on TV, video, or visiting temples in mountains, no matter whether their parents were Buddhists or not, had known Buddha, monks, temples, etc. And they tried to explain what they have known and experienced with their families. In contrast, a few children who had never experienced Buddhism or related cultural activities, they had no Buddhist concepts, no interests in that kind of parts. The results showed that it's important whether they had chance to experience the traditional culture or not. These results will contribute to rediscover the value of Korean traditional Buddhist cultures and to recognize the beautiful and pro-ecological Buddhist life styles in post-modern society and recent wellbeing moods. Above all, those will show how desirable it is to introduce Buddhism to future generations and to share it with them.

유아의 배려적 사고에 관한 연구 : 철학적 탐구공동체 활동을 중심으로

정대련,이춘희 동덕여자대학교 생활과학연구소 2006 생활과학연구 Vol.11 No.-

The purpose of this study is to enhance young children's caring thinking through the community of philosophical inquiry, a method of philosophy for children. The results of this study are as follow: 1. The community of philosophical inquiry activity was effective to caring thinking of young children. There has been a significant difference in appreciative, affective, active, and empathic thinking, but there was no significant difference in normative thinking. In other words, respect, responsibility, love, sympathy, consideration, friendship, cooperation and kindness were shown. 2. There was no significant difference of caring thinking between gender of young children. 3. There was no significant difference in caring thinking between ages of young children. 4. A few young children who participated passively in the beginning of the discussion later showed interest in the discussion, and positively participated with pride in receptive and opened environment. 5. The community of philosophical inquiry activity showed integrated thinking including critical, creative, reflective, and aesthetic thinking along with caring thinking of young children.

몬테소리의 도덕교육론

정대련 同德女子大學校 1996 同大論叢 Vol.26 No.1

The purpose of this paper is to review Montessori's ethical thoughts and tosystemize them for moral education of childhood. Although Montessori has gone 40 years ago, her ethical thoughts still has substantial meanings for practice of moral education. Based on the idea that the life is good and the child's activeness and positive work is morally good, Montessori understands that the child, incarnated as a physiological, psychological and spiritual embryo, contsructs the human society through self-realization, and lives religious life obeying the nature as a origin of inner goodness. Montessori's concept of incarnation means the child's normalization. So, her purpose of moral education is not only to let a child realize the mental and spiritual life, but also tomake him/her to serve for harmony and peace of humansociety. The main content and method of Montessori's moral education considers the followings. 1) The process that the child works freely and spontaneously within the inner rules. 2) The process that the child works together in a community of multi-year group with order, patience, friendship, obedience, care, respect for others, and helping others positively. 3) The teacher as a directress who prepares the proper environment for the child to work freely and demonstrates the moral behavior as a model.

아동기 도덕교육에 관한 소고

정대련 同德女子大學校 1995 同大論叢 Vol.25 No.1

This study reviews the methodological meaning of moral education which stresses practicing basic virtues and formation of good habits as moral socialization based on the conceptual definition of Moral. And it also inquires Korean ethical direction for the future by examining moral values and basic structure of moral education in the 6th Revised Curriculum which will start after 1995 as a guideline for 21c. In Korean or oriental culture, moral means it should be acquired by human beings through practicing the common rules or norms in everyday life, while, in western culture, it means that human beings as social members should develop rational self-control or an ability to make decision by themselves. Since 1980, most Korean researches in moral education have been proceeded by the western approach along the methodology of cognitive development. Nowdays, however, we find increasing interests about moral education as moral socialization focusing on the acquisition of moral habits and practical aspects of virtue. The return to the methodology of moral education, which emphasize the acquisition of basic norms and formation of moral habits for young children, is understood as a result of recognizing the importance of the traditional meaning of ethics. 'The Domain of Social life' and the subject 'Good Life' for K-2 grade children after 1995 suggest a lot of moral values accepting the social (experts, parents, teachers, etc.) need for moral content. Because the major part of moral values is implied in traditinal tehics already, it is acknowledged that the content of moral education is built on reinterpretation of the meaning of the traditional values by modern standard.

여성주의적 관점으로 옛이야기그림책 읽기 : 「땅속 나라 도둑 괴물」과 「장수되는 물」을 중심으로

정대련 동덕여자대학교 한국여성연구소 2015 젠더연구 Vol.- No.20

본 연구는 「땅속 나라 도둑 괴물」과 「장수되는 물」, 두 권의 옛이야기그림책에 내재한 여성주의적 주제를 발견하고 현대적 의식을 보여주는 여성 서사로서의 가능성을 알아보고자 하였다. 이러한 연구복적 하에 두 옛이야기그림책이 지니는 아동문학적 구성요소와 그에 함의된 젠더적 의미가 세 가지로 정리되었다. 「땅속 나라 도둑 괴물」과 「장수되는 물」에서 등장인물 주인공은 특별한 존재가 아닌, 세상 어디에나 존재하는 평범한 존재로서 신랑과 각시, 주인과 하녀 등 보통 사람 즉 민중들이며, 고단한 삶 속에서도 포기하지 않는 민중적 정서에 뿌리 내린 사랑과 내일에 대한 희망의 주제들이 '옛날옛적에'를 필두로 '행복하게 살았답니다.'의 결말에 이르는 옛이야기의 전형적인 반복적 내용 구성과 회귀적 형식의 플롯으로 구성되어 있다. 또한 현실세계에서 환상세계에 이르는 시공간의 경계가 없는 배경 설정과 간결하면서도 리듬감 있는 구어체와 대화체의 문체가 두 그림책의 매력을 확장하고 있따. 그리고 두 옛이야기그림책은 힘(권력자)에 의해 뺴앗기거나 구속된 자아를 치유하고 회복하기 위해서는 스스로 성숙하기 까지 오랜시간 기다림을 인내하는 유예의 시간이 필요하며, 스스로 자립하여 동등한 능력자로서 홀로 설 수 있기 위해 또 다른 능력을 지닌 보조자의 부단한 지원과 자기 자신의 반복적 훈련이 동시에 제공되어야 하며, 진정한 행복이란 개인적 만족에 머무르지 않고 주위를 돌아보고 배려하고 나눔을 실천함으로써 보다 넓고 큰 세계 속에 또 다른 '나'를 완성해가는 삶의 실현에 있다는 젠더적 관점을 펼쳐보이고 있다. 보다 많은 옛이야기 속 전통적 문화모델이 현대적 그림책으로 재구성됨으로써 젠더 가치 실현에 역할 할수 있기를 기대한다.

지속가능발전교육의 관점으로 옛이야기그림책 읽기

정대련 한국교원교육학회 2015 한국교원교육학회 학술대회자료집 Vol.2016 No.11

2015년 8월 2일, 193개 UN 회원국들이 ‘2030 지속가능 개발 어젠다’의 초안에 합의했다. ‘2030 지속가능 개발 어젠다’ 계획은 국제사회의 모든 국가와 개개인이 지구공동체의 일원 으로서 지구를 존중하고 보호하기 위해 빈곤·기아 퇴치, 생활수준 개선, 성 평등, 경제 개 발에서부터 기후 변화, 해양자원 보호 등 환경 보호 문제까지 17개 분야에서의 지속가능발 전목표(Sustainable Development Goals:SDG)의 개요를 담고 있다.

장아함경에 나타난 발문법의 교육적 의미

정대련,김수향 동덕여자대학교 2002 생활과학연구 Vol.7 No.-

The purpose of this study is to examine the educational meanings of the Buddha`s questioning method, which is used in Buddha`s dialogues with his disciples in Dirh agama-sutra, and how his method can be applicable to contemporary educational fields. Buddha`s questioning method has some characteristics that he tries to find out what his disciples want to know and ask about before his giving teachings, for example. According to this study, Buddha`s method entails the modern educational meanings of questioning method. Firstly, Buddha asks various phased questions about a certain problem to his disciples so that they can acknowledge the proper answers or meanings effectively with their own capabilities and experiences. Secondly, the disciples are encouraged to develop their own reflective and logical thinking skills. Finally, Buddha does not give teachings or answers directly but let the disciples inquire the questions and figure out the answers or conclusions for themselves.