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잎새 어린이집 교사의 액션러닝 기반 교사학습공동체 참여경험과 그 의미 원문보기
Experience of Participating in an Action Learning-Based Professional Learning Community and Its Meaning among Teachers in Ipsae Childcare Center

  • 저자

    박소영

  • 학위수여기관

    경성대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    유아교육전공

  • 지도교수

    정지현

  • 발행년도

    2014

  • 총페이지

    126

  • 키워드

    어린이집 교사 유아교사 액션러닝 학습공동체 교사교육프로그램 현직교육;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13535265&outLink=K  

  • 초록

    The purpose of this study was to examine the value of a small-group, action learning-based professional learning community of teachers as a new alternative to inservice teacher education and to provide some information on the development of a new model for teacher education. The following research questions were posed to determine the effects and significance of an action learning-based professional learning community in early childhood education institutions: 1. What are the aspects of the experiences that teachers in Ipsae Childcare Center gain during their participation in a small-group, action learning-based professional learning community? 2. What is the significance of their experiences of participating in the small-group, action learning-based professional learning community in terms of professional development? The subjects in this study were four selected teachers who were in charge of preschoolers in Ipsae Childcare Center located in Busan. They participated in an action-learning program from June through November, 2013. This researcher who served as their coach made a qualitative analysis of the data that were gathered by observation and in-depth interviews and included photographs and recording materials. The major findings of the study were as follows: 1) The aspects of the experiences that teachers in Ipsae Childcare Center gain during their participation in a small-group, action learning-based professional learning community 1. Rapport building among the members of the professional learning community was identified as the key prerequisite for the success of action learning as an alternative to inservice teacher education. The teachers understood one another well, and their concerns were similar. So they already had a good rapport with one another, which served to boost mutual trust, and there were smooth communication and collaboration among them in the course of action learning. 2. In order to accelerate the vitalization of a professional learning community, consideration from colleagues and chiefs of Childcare centers who back up the member teachers is required. The teachers told that they needed to make time to participate in the professional learning community, and that it was not easy to arrange a convenient time. As the unique organizational culture of early childhood teachers that places importance on relationship with colleagues exert a tremendous influence on the organization and maintenance of a professional learning community, there should be a shift in their organizational culture to accelerate the vitalization of the learning community. That is, the division of joint duties and a positive mind-set about learning are both required. 2) The significance of their experiences of participating in the small-group, action learning-based professional learning community in terms of professional development 1. The teachers had an opportunity to learn with their colleagues as the members of a small-group, action learning-based professional learning community. And they were able to bond with one another and share emotional support. This opportunity served to let them look at inservice teacher education more favorably. 2. The teachers acquired knowhow while they dealt with the given feasible themes that were related to their problems. And they put it in practice actively to tide over their difficulties together, and their active practice of the knowhow had a positive impact on the enhancement of their teacher efficacy and professionalism.


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