earticle

영어

This Study aims at the role of the team teachers in mixed age classroom, specially as the "loving authority" in terms of Waldorf principles. What is the teacher's understanding about the mixed age grouping and team teaching, and what is the meaning of the teacher's role under this circumstance? What is the teacher's role in mixed age, team teaching classroom, and especially what is their role as the "loving authority" in terms of Waldorf principles? An ethnographic study method was used to observe the teachers and to interview them. This research took place in the time period from August to October, 2007. in at Haet-nim kindergarten in Songpa-ku, Seoul, Korea. It was mainly based on the 2 mixed age class, and the objects of study were 4 teachers and 48 children. This is how the study is summarized: First of all, the bringing up of children by mixed age grouping in Haet-nim kindergarten demanded the another teacher's role different from the same age group. The teachers must make contact personal the more individually moving children, because their discrepancy of age is 3-4 years old. Second of all, the share of role and work, the cooperation between team teachers was demanded in order to observe each children with much circumstance. It became clear, that team teaching increased the efficiency of the education process in mixed age group. Third of all, team teachers in mixed age class must carry out the task as an "loving authority", that Rudolf Steiner had mentioned. This was related to Waldorf education principles, that were used as the education program of Haet-nim kindergarten.. Lastly, as a analysis results of the experience and the concrete task of the team teachers in mixed age classroom, the teacher's role as an "loving authority" were categorized into the teacher, who respect the children's self, and the teacher, who support the children's activity, and the teacher, who give trust and stability to the children.

한국어

이 연구는 발도르프유아교육 기관의 혼합연령, 팀티칭 학급에서 교사역할, 특히 발도르프교육원리의 의미에서 ‘애정 어린 권위자’(loving authority)로서의 교사역할을 분석하여 영유아보육의 현장에서 혼합연령학급의 성공적인 교육을 위한 기초자료를 제공하는데 그 목적이 있다. 이를 위해 문화기술적 연구방법을 사용하여 햇님어린이집 교사들과의 면접과 관찰을 통하여 혼합연령집단, 팀티칭에 대한 그들의 경험을 분석하였고, ‘애정 어린 권위자’로서 교사역할의 특징을 살펴보았다. 연구결과, 혼합연령집단이 적절한 교육적 효과를 내기 위해서는 이를 뒷받침하는 집단교수 형태로서의 팀티칭이 교육과정을 효율화하는 것으로 나타났다. 또 교사들은 발도르프 영유아보육 프로그램에 따라 R. Steiner가 언급했던 바의 ‘애정 어린 권위자’ 로서의 과제를 보육과정에 실천하는데 있어서 유아들에게 본보기가 되는 언행일치적인 태도, 아이와의 깊은 관계 유지, 직무에 대한 자신감, 자기수양과 자기교육 등이 요구되었다.