예비유아교사가 PBL 기반 교직윤리 교육에서 경험한 윤리적 딜레마해결 과정의 의미탐색

초록

This research aims to find the meaning of ethical dilemma solving that pre service early childhood teachers experience in a professional ethics in teaching education program based on PBL. The participants were 22 pre service kindergarten teachers and 3 tutors and 1 master tutor who participated in child teaching theory class. The tutors developed 6 PBL problems that could happen in childhood education field. For the problems, the tutors discussed and refereed to the early childhood charter and doctrine, and it revised and corrected by a PBL expert. Analysis of the ethical dilemma solving that pre service early childhood teachers experience in PBL based professional ethics in teaching education program yields the following: information gathering for problem understanding, revealing pre-conception related to professional ethics in teaching and open-ended problem solving. Analysis of the experience of pre service early childhood teachers through dilemma solving process are as following: reflective introspection about teaching profession and problem solving, exploring practical situations through variety of roles and social, educational background. In conclusion, an pre service teachers' experience which aims to professional ethics in teaching dilemma solving process, a constructive teaching approach, form positive conclusions not only in professional ethnics in teaching education but also in playing a meaningful role as learners while thinking and participating actively.

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