일과 삶의 균형에 대한 예비 유아교사의 은유 분석

초록

This study was to investigate pre-service early childhood teachers’ recognition of work-life balance through metaphorical analysis with 227 samples majoring in early childhood education. Pre-service early childhood teachers’ the metaphorical representation of work-life balance was largely divided into six categories. The results are as follows; First, the categories were in order such as accurate distinction, more-important-than-work life, best condition, indispensable thing, impossible reality, and individual criteria. Second, the pre-service teachers considered work-life balance as ‘accurate distinction’ and emphasized clear distinction between work and life. Work-life balance was recognized by putting more weight on life than work, and also thought as best condition. In addition, the pre-service teachers recognized work-life balance as a necessary concept for work, and expressed perception that negative work-life balance is practically impossible to realize. Work-life balance was considered as an individual criteria because people have different standards for balance between two areas. The implications of this study are to expand job-related subjects and operate job-related programs at the teacher-rearing institutions so that pre-service early childhood teachers can perceive teaching life positively.

키워드