유아교사의 자연친화 교육활동 경험의 의미 탐색

초록

The purpose of this study was to present the direction of teacher education for nature-friendly educational activities by looking into kindergarten teachers‘ experiences emerging from nature-friendly education activities and analyzing the meaning of their experiences. The participants were three kindergarten teachers in Kyong-Gi-Do, who attended a nature-friendly educational program from September 7 to December 15 in 2003. The results of this study were as follows:The teachers had positive experiences which can be called ‘Recognition and Preference for nature’, ‘Attitude for nature’, ‘Recognition of nature-friendly education’, and ‘Management of nature-friendly education’. As an analysis of these result, we could find personal meanings as a teachers and educational meanings. In respect of the teacher as individual, there were meanings which are ‘Comprehensive, practical and positive recognition for nature’, ‘Composition of experimental knowledge through abundant experiences’ and ‘Continuous connection with nature in daily life’. In respect of education, there were meanings which are ‘Looking at nature from children’s point of views’ and ‘Being the bridge between children and nature’ These meanings were from the teachers‘ concere experiences. In conclusion, the concrete and practical plans for teacher education in order to activate nature-friendly education can be teacher training in the form of a regular exploration of nature, nature-friendly teacher education through group mentoring in kindergarten and community-centered nature-exploration group management.

키워드