융합정보논문지 (Journal of Convergence for Information Technology)

중소기업융합학회 (Convergence Society for SMB)
권호 표지
DOI QR코드

DOI QR Code

스토리텔링을 활용한 유아수학교육 교육공동체 참여경험과 그 의미

Experience of Participation in Educational Community in Early Childhood Mathematics Education Using Storytelling and its Meaning

  • 김경은 (대구사이버대학교 특수교육학과)
  • 투고 : 2020.10.29
  • 심사 : 2021.02.20
  • 발행 : 2021.02.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 스토리텔링을 활용한 유아수학교육에서의 유아교사들 간 그리고 연구자와의 협력적 관계로 이루어진 교육공동체 참여 경험을 살펴보고, 그 경험의 의미에 대해 알아보고자 하였다. 이를 위해 부산 소재 유치원 교사 3명과 연구자가 2016년 3월 14일 교육공동체의 형성으로 시작되어 2016년 7월 26일까지 진행되었으며, 교육공동체 모임 토의전사자료, 교사와 연구자의 반성적 저널자료, 교사의 개별면담 전사 자료를 수집하여 질적분석하였다. 연구결과, 첫째, 스토리텔링을 활용한 유아수학교육에서의 교육공동체 참여 경험은 개인적 수학경험과 수학적 상황을 공유하고 공유를 통해 수학내용지식을 이해하고 학습하였으며, 교육공동체를 통해 소통하면서 자신의 수학적 경험에 대하여 반성적 사고를 하였다. 둘째, 스토리텔링을 활용한 유아수학교육 교육 공동체 참여 경험의 의미를 살펴보면 수학적 오류를 통해 함께 배우고, 공유를 통해 더 나은 수업의 방향을 습득하여 협력적 수학탐구과정을 즐기는 교사로 성장하였고, 스토리텔링을 활용한 유아수학교육에서의 협력을 통한 공동실천을 증진하였다.

The purpose of this study was to examine the experiences of participation in the educational community through cooperative relationships between early childhood teachers and researchers in early childhood mathematics education using storytelling, and to find out the meaning of those experiences. Reputable researchers began with the formation of the educational community on March 14, 2016, and continued until July 26, 2016, and collected transcripts of discussions of educational community meetings, reflective journal data of teachers and researchers, and transcript of individual interviews by teachers. As a result of the study, first, the experience of participating in the educational community in early childhood mathematics education using storytelling shared personal mathematics experiences and mathematical situations, understood and learned mathematics content knowledge through sharing, and communicated through the educational community. Second, looking at the meaning of the experience of participating in the early childhood mathematics education educational community using storytelling, learn together through mathematical errors and learn the direction of better instruction through sharing. Grown up as a teacher who enjoys the mathematics exploration process, and promoted joint practice through cooperation in early childhood mathematics education using storytelling.

키워드

참고문헌

  1. S. E. Lee. (2018). Exploring an Alternative Direction for a Competence-Based Curriculum in an Age of Uncertainty : An "Ontological Approach". The study of curriculum, 36(1), 45-69. https://doi.org/10.15708/KSCS.36.1.3
  2. Y. M. Baek. (2007). The Effect of Mathematics Lessons Based on Storytelling on Improving the Attitude and Achievement of Elementary School Students. The Graduate School of Cheongju University, Cheongju.
  3. H. S. Cho, G. W. Nam & S. A. Ko. (2006). The meaning of storytelling about mathematical experience in daily life for pre-service teacher. International Journal of Early Childhood Education, 36(6), 471-495.
  4. J. Smith. (1995). Threading mathematics into social studies. Teaching Children Mathematics, 1,438-1444. https://doi.org/10.5951/TCM.1.7.0438
  5. A. Hauscarriague. (2008). Teaching Mathematics Through Stories in High School and Community College. Unpublished doctoral dissertation, Clarermont Graduate University. California.
  6. B. K. Kim. (2013). A Study on Mathematics Learning Instructions Based on Storytelling. The Graduate School of Korea University, Seoul.
  7. H. I. Yoo. (2015). The Effect of Storytelling Mathematics Activity on 5-year-old Children's Mathematical Ability and Mathematical Attitude. The Graduate School of Shungang University, Seoul.
  8. K. E. Kim. (2017). A Collaborative Action Research on Early Childhood Mathematics Education Using the Storytelling Method. The Graduate School of Kyungsung University, Busan.
  9. J. H. Lee & J. H. Han. (2019). Parent's Perception Towards Early Childhood Mathematics Education, Storytelling Math Education and Current Status of Home Mathematics Education. Journal of Children's Literature and Education, 20(3), 287-311. https://doi.org/10.22154/jcle.20.3.11
  10. D. B. Jung. (2015). Study on the effects of storytelling-linked integrated math programs on young children's mathematical disposition and self-efficacy. The Graduate School of Konkuk University, Chungju.
  11. J. W. Choi. (2015). A study of implementing storytelling in early childhood classroom. The Graduate School of Sookmyung Women's University, Seoul.
  12. J. H. Jung. (2009). A Qualitative Analysis of Early Childhood Teacher's Frame of Reference for Facilitating the Transformational Level of Multicultural Teacher Education. The Journal of Korea Open Association for Early Childhood Education, 14(6), 225-252.
  13. E. H. Park. (2017). Early childhood teacher education. Seoul : Changjisa.
  14. Y. M. Ko. (2017). Study on active of learning communities in which members grow together through self-reflection and sharing. The Society for Constructivist Early Childhood Education, 4(1), 67-84.
  15. Y. S. Kwak, J. Y. Kim & K. W. Lee. (2015). School education improvement plan through teacher learning community. Ways to reinforce teachers' professionalism on curriculum organization and implementation at the school level (III). KICE 2015 issue paper, 2015-50-4.
  16. H. S. Cho & M. J. Kim. (2011). The meaning of the professional Learning community of early childhood teachers who is action researcher on science education. International Journal of Early Childhood Education, 31(4), 110-141.
  17. J. Cobin & A. Strauss. (2008). Basicsof qualitative research: Techniques and procedures for developing grounded theory (3th ed). Thousand Oaks, CA: Sage.
  18. S. Y. Hwang. (2020). Consulting a Play-centered Curriculum to Support the Operation of Early Childhood Teacher Learning Community. Journal of Learner-Centered Curriculum and Instructio, 20(21), 1213-1242. https://doi.org/10.22251/jlcci.2020.20.21.1213
  19. Y. S. Jung. (2006). An Inquiry on the Directions and Tasks for Future-Oriented Teacher Preparation. The Journal of Teacher Education, 23(1), 333-348.
  20. I. K. Park et al. (2013). Storytelling and Class Technology. Seoul : Sapyoung.
  21. B. W. Cho. (2010). A study of kindergarten preservice teachers' mathematics subject knowledge and their mathematics teaching efficacy beliefs. Journal of Early Childhood Education. 30(5), 241-262.
  22. H. J. Hong & C. H. Chung. (2013). A structural analysis on kindergarten teacher's mathematics teaching efficacy and its related variables. Journal of Early Childhood Education, 33(1), 115-133.
  23. H. J. An. (2014). A Case Study about Early Childhood Teachers' Experiences of Learning Community based on Case Analysis. Early Childhood Education Research & Review, 18(4), 5-32.
  24. M. H. Kang & M. N. Lim. (2002). School preparing for the future: school discourse in the era of lifelong learning. Seoul : Hakjisa.
  25. D. L. Rogers & L. M. Babinski. (2005). From isolation to conversation:Supporting new teachers' development. Seoul : Yangseowon, .
  26. S. U. Choi. (2014). Changes in early childhood teachers' practical knowledge through participations in early childhood mathematics education learning community. The Graduate School of Duksung Women's University, Seoul.
  27. Blank, J. (2009). Life in the village: Teacher community and autonomy in early childhood education center. Early childhood Education Journal, 36, 373-380. https://doi.org/10.1007/s10643-008-0287-7
  28. N. H. Kim. (2018). The change patterns of the kindergarten teachers who participated in the science education learning community activities. The Graduate School of Sungsin Women's University, Seoul.