초임유아교사의 교직적응 지원을 위한 디지털 스토리텔링 기반 멘토링의 교육적 의미

초록

This study examined the impact of mentoring based on Digital Storytelling as an induction program component aimed to improve new teachers’ emotional support as well as their professional support. The 12-week mentoring program was done with one researcher as the mentor and six new early childhood teachers as the mentees. The results are as follows. First, five early childhood teachers expressed their emotions and personal experiences through digital storytelling. Second, the mentoring program based on digital storytelling emphasized emotional support rather than professional support. Third, digital storytelling’s accessibility enables the teachers to convey a point of view, a dramatic question or emotional content via the storyteller’s voice, soundtrack, and pacing as well as using just enough content to tell the story without overloading the viewer. Fourth, the mentor’s role was more psychological rather than professional. Furthermore, the digital storytelling, a short weekly journal and an interview process created an atmosphere for both the mentor and mentees for reflection. Mentees completely opened up to the mentor; thus, the mentor was able to understand their levels of stress and anxiety. Finally, the suggested mentoring program incorporates the idea that one program does not fit all early childhood teachers and implications in teacher education and policies are also discussed.

키워드