햇살유치원 교사들의 배움공동체 이야기

Abstract

The purpose of this study is to interpret the changes in the expertise of early childhood teachers through the participation of Sunshine Kindergarten in the learning community from the perspective of post-qualitative research and to read the meaning of participants' participation in the learning community. Researchers and eight teachers at Sunshine Kindergarten formed a relationship and collected research data through a circular process as the subject of curriculum implementation within the learning community. Changes in teacher play expertise and the meaning of participation in the learning community were interpreted in the process of circulating and diffusing research results based on teachers' prior interview data, learning community group transcription data, play observation records, in-house scholarship records, reflective journals, minutes, videos, and researcher journals. Through the learning community, Sunshine Kindergarten teachers showed changes in play expertise by reinterpreting the curriculum, observing infants' daily lives sensitively, discovering the meaning and value of true play, and proposing challenges and new directions in curriculum operation. These teachers' participation in the learning community was interpreted as meaningful in solving concerns and questions about play support, enhancing teacher efficacy, forming a voluntary learning culture, and revitalizing play-oriented education. It can be seen that the operation of a democratic and flexible learning community between the six communities leads to voluntary and active change of teachers, and that the teacher learning community of this study proposes an applicable case for fostering the expertise of early childhood teachers.