본 연구는 사회복지전공학생의 실습경험에 대한 탐색을 위해 근거이론적인 접근방법을 활용하였다. 자료 수집은 사회복지전공학생 중 실습경험을 한 10명을 대상으로 2006년 5월 1일부터 5월 31일까지 심층면담과 실습일지를 통해 이루어졌다. 자료 분석은 Strauss와 Corbin의 분석방법에 따라 분석하여, 개방코딩에서는 106개의 개념, 33개의 하위범주 및 14개의 범주가 도출되었다. 사회복지전공학생의 실습경험에 대한 중심현상은 ‘이론과 현장의 괴리’ 이었으며, 인과적 조건은 ‘실습 전 준비’로 나타났다. 맥락적 조건은 ‘실습교육 교과과정’, ‘자원봉사 경험’, ‘실습내용’ 등이었으며, 중재적 조건은 ‘슈퍼비전’, ‘기관의 태도’, ‘서비스의 질’, ‘실습동료와의 팀워크’ 등이었다. 상호작용전략은 ‘자아성찰’, ‘역량강화’, ‘실천능력개발’ 등이었고, 결과는 ‘정체성 확립형’과 ‘정체성 혼란형’ 등이었다. 사회복지전공학생의 실습경험에 대한 핵심범주는 ‘이론과 현장의 괴리 속에서 정체성을 확립해나가기’ 이었으며, 이러한 과정은 ‘현장능력 인식단계’, ‘현장능력 개발단계’, ‘현장능력 대처단계’ 를 거친다. 본 연구의 결과를 통해 학생은 사회복지실습을 효과적으로 받기 위하여 자원봉사활동이나 전공교과목 이수 등 철저한 준비가 필요하며, 학교에서는 실습 전 교육을 충분히 실시하고, 실습기관은 슈퍼비전의 전문성을 확보할 필요가 있다.

The purpose of this study is to explore the experience of field education of social welfare students utilizing Strauss and Corbin's grounded theory method. The data were obtained through in-depth interview and practice diary from May 1 to May 31, 2006 with 10 social welfare students experienced field education. This study derived 106 concepts, 33 subcategories, and 14 categories in open coding. A central phenomenon was 'difference of theory and practice field', causal condition was 'preparation of field education'. Contextual condition were 'curriculum of practice education in university', 'experience of volunteer', and 'practice contents of agency'. Mediate conditions were 'supervision', 'quality of agency service', and 'teamwork of co-worker'. Interaction were 'self-reflection', 'empowerment', and 'development of practice ability'. Consequences were 'establishment of professional identity' and 'confusion of professional identity'. Core category of practice experience in social welfare students was 'to establish about identity in difference of theory and practice fields', this process passed through 'awareness stage of practice ability', 'development stage of practice ability', and 'coping stage of practice ability'. Based on the findings from this study, researchers suggest that students need thorough preparation before the practice field, university needs good education, and practice agency needs professional supervision.

The purpose of this study is to explore the experience of field education of social welfare students utilizing Strauss and Corbin's grounded theory method. The data were obtained through in-depth interview and practice diary from May 1 to May 31, 2006 with 10 social welfare students experienced field education. This study derived 106 concepts, 33 subcategories, and 14 categories in open coding. A central phenomenon was 'difference of theory and practice field', causal condition was 'preparation of field education'. Contextual condition were 'curriculum of practice education in university', 'experience of volunteer', and 'practice contents of agency'. Mediate conditions were 'supervision', 'quality of agency service', and 'teamwork of co-worker'. Interaction were 'self-reflection', 'empowerment', and 'development of practice ability'. Consequences were 'establishment of professional identity' and 'confusion of professional identity'. Core category of practice experience in social welfare students was 'to establish about identity in difference of theory and practice fields', this process passed through 'awareness stage of practice ability', 'development stage of practice ability', and 'coping stage of practice ability'. Based on the findings from this study, researchers suggest that students need thorough preparation before the practice field, university needs good education, and practice agency needs professional supervision.

social welfare students, experience of field education, grounded theory, identity