본 연구는 현장중심 미술수업을 통해 나타나는 예비유아교사의 지식 변화를 탐색하고자 실시되었다. 연구대상은 4년제 대학 유아교육과에서 ‘관찰 및 실습’ 교과목을 수강한 학생 18명으로, 12주간 현장중심 미술수업을 실시하고 지식의 변화 양상을 알아보기 위해 개념도 작성, 저널쓰기, 집단면담을 실시하였다. 연구결과, 예비교사들의 유아미술교육에 대한 지식은 사전보다 사후에 확장되었을 뿐 아니라 위계적이고 통합적으로 재구성되었다. 또한 예비교사들은 활동계획과 다른 유아들의 흥미와 돌발적 반응들을 경험하면서 반응적 교육과정 운영에 대해 인식하게 되었고 교사개입에 대한 다양한 탐색을 통해 유아의 행동을 들여다보고 기다리는 것이 중요하다는 것을 깨닫게 되었으며, 유아의 개별성에 대한 이해, 생활 속 미적 체험의 중요성 인식이라는 변화를 보였다. 이러한 결과는 예비유아교사들이 유아와 교육현장을 이해하고 실천적 지식을 형성하는 데 있어 이론과 실제를 통합한 현장 중심 수업의 중요성을 시사한다.

The purpose of this study was to examine a change of pre-service early childhood teachers' knowledge through a field-based art lesson. 18 students who were majoring in Early Childhood Education of S University participated in this study. The participants were given opportunities to perform field-based art lessons during 12 weeks through the class of ‘Observation and Practice’. The data was collected through pre-and post-concept maps, student journal writings, and group interviews. As a result of this study, pre-service teachers' knowledge related to early childhood art education was expanded to contain broader concepts and reconstructed integratively and hierarchically in post-concept maps compared with their prior concepts through a field-based art lesson. Pre-service teachers increased their understandings of responsive curriculum for young children through unpredicted children's interests and emergent responses. They realized the importance of observing children's behaviors and waiting by trying various ways relevant to teachers' play intervention. In addition, they learned children's individual differences and the importance of ordinary aesthetic experience through a field-based art lesson. The findings of this study indicated that the field-based art lesson for bridging a theory into practice were important for forming pre-service teachers' practical knowledge and understanding children and education field.

The purpose of this study was to examine a change of pre-service early childhood teachers' knowledge through a field-based art lesson. 18 students who were majoring in Early Childhood Education of S University participated in this study. The participants were given opportunities to perform field-based art lessons during 12 weeks through the class of ‘Observation and Practice’. The data was collected through pre-and post-concept maps, student journal writings, and group interviews. As a result of this study, pre-service teachers' knowledge related to early childhood art education was expanded to contain broader concepts and reconstructed integratively and hierarchically in post-concept maps compared with their prior concepts through a field-based art lesson. Pre-service teachers increased their understandings of responsive curriculum for young children through unpredicted children's interests and emergent responses. They realized the importance of observing children's behaviors and waiting by trying various ways relevant to teachers' play intervention. In addition, they learned children's individual differences and the importance of ordinary aesthetic experience through a field-based art lesson. The findings of this study indicated that the field-based art lesson for bridging a theory into practice were important for forming pre-service teachers' practical knowledge and understanding children and education field.