풀꽃유치원 교사들의 놀이관찰기록의 의미 찾아가기

Abstract

The purpose of this study is to analyze a change in play observation records of teachers and a participation meaning of teachers in learning community from the perspective of ‘intra-action pedagogy’ through the teacher learning community. The following are the research questions in order to achieve the above research objective. First, what about a change in play observation records of having been shown through the teacher learning community? Second, what about a participation meaning of teachers in learning community? To this end, this study composed the learning community with 4 private kindergarten teachers who are working in the same institution. The research period was from September 2021 to December 2021. A meeting was carried out totally 16 times with more than 1 hour once or twice a week. The materials that were collected in the research process include the preliminary interview data, the personal opinion about play observation record, the data on the meetings of teachers who participated in the learning community, the play observation records, the participants’ self-reflection diaries, the photos, and the researcher’s memo. The gathered materials were parsed. The findings are as follows. First, the teachers who took part in the learning community were allowed to dismantle the conventional perception of a dominant discourse and to bring about a change in the standpoint of play observation record available for looking newly and documenting the play observation record through the cyclical process in facing a familiar play observation, meeting with an alternative theory, and sharing a play observation record. A shift in this view led to a change in a method, a content and a form of the play observation record. A change was made from the play observation record of centering on a disconnected result to the play observation record in a meaning of creation with persistence. Second, the teachers who participated in the learning community listened to each other with recognizing differences as a common knowledge constructor, attempted with a difference in the process of learning escaping from the existing ‘learning(習)’, challenged the potential possibility that everybody has in the entanglement of relations rather than a ‘fixed answer’, and turned into an ethical practical existence. This can be expected to possibly provide a practical implication to teachers who aim to make a fresh attempt for the play observation record in the early childhood education field.