만 5세 유아의 또래관계 지원에 대한 교사의 경험

초록

This study aims to examine teachers’ experience in supporting peer relationship of infants aged 5, and to present the direction of teacher education for peer relationship support. To this end, eight homeroom teachers in charge of the children of age 5 were selected for in-depth interviews, and content analysis was conducted. First, 'looking into the history of relationships' consisted of 'history of conflict and prejudice' and 'the weak and the strong', explaining the teacher's experience of considering the accumulation of relationships when applying for peer relationships. Second, 'entering their own world' represented the appearance of a teacher trying to enter the world of infants to support peer relationships, such as 'invisible world', 'hiding children', and 'detective teacher'. Third, 'the guilt of feeling as a failed teacher' explained the experience of feeling limited as a teacher by supporting peer relationships such as 'what cannot be taught', 'the truth learned late', 'vague decisions', and 'mechanical intervention'. Fourth, 'finding uncompromising differences' consisted of 'range of gaze' and 'parent who does not listen' explained the teacher experiencing the differences with parents. These teacher experiences provide implications for the conditions that must be preceded to support peer relationships and the direction of teacher education.

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