심미적 수업컨설팅을 통한 유아교사의 존재론적 '되어가기(becoming)'의 의미 = A study on ontological 'becoming' of early childhood teacher's through an aesthetic instructional consulting

다국어 초록 (Multilingual Abstract)

This research began with the critical awareness that the current teacher education runs the risk of excluding the existence of teachers by emphasizing only functional
effectiveness, although it is the primary means for changing education itself. In this vein, the purpose of this research was to provide aesthetic instructional consulting as a way to avoid the exclusion of teachers’ existence. And it explored how the teachers’ classes have changed; what kinds of experiences and developments they have undergone; and the meaning of teachers’ experience and developments in an ontological context. This careful observation of teachers’ “becoming” is expected to lay the foundation for aestheticization of early childhood teacher education.

In order to accomplish the research purpose, two research questions were made, as follows:
First, how did early childhood teachers’ classes change through aesthetic instructional consulting?
Second, what was the nature of preschool teachers’ ontological “becoming” throughout aesthetic constructional consulting?

In order to answer these questions, the research provided two early childhood teachers (teaching classes of four-year-old children) with twenty seven class consultations in total, including nνenty face-to-face and seven online consultations, at Sorinara Kindergarten from February 6, 2014 to August 30, 2014. As a result, these research data were collected: f아ty videotaped classes, twenty-five videotaped teacher interviews and after-class meetings, six audiotaped in-depth interviews-including one follow-up interview-teachers’ reflective journals, research field notes, and documents from Sorinara Kindergarten. All data were videotaped and audiotaped with pmticipants’ consent, and they were transcribed. They were analyzed using the inductive qualitative method.

The main findings were as follows:
First, class changes resulting from aesthetic instructional consulting were thematically categorized as: awkward beginning; open-mindedness and amplified expectations; relocating newly appearing aesthetic characteristics; and novelty and confusion of reterritorialized relocation.
The teachers’ class changes were able to be encouraged by reinterpreting themes,
creating narratives and knowledge play, aesthetic utilization of class materials, and
relocating inclusive art activities. In paticular, knowledge play and utilizing beautiful images were implemented as the 1rst trial of aesthetic instructional consulting. Applying these aesthetic elements made classes more joyful and more interesting. Because of this, the teachers began to feel more open-minded rather than burdened to follow aesthetic instructional consulting. In addition, the two teachers experienced new styles of classes, accompanying with pleasure and entertainment as they also improved their teaching method. However, they also experienced difficulties in creating narratives, as well as confusion for design and implementation of knowledge play, as well as for aesthetic application of teaching materials.
Second, the ontological becoming of early childhood education teachers through an aesthetic instructional consulting was embodied into four subthemes: access of each desire; projection to research competition on instruction; battles for generation and transformation; creative transformation and new “ becoming”.
Director Yoon, Teacher Do and teacher Jin expressed different desires toward classes under the theme of access of each desire. Director Yoon had a desire to improve his ability to analyze a class as an administrator, while Teachers Do and Jin had a desire to “ teach better". And, the researcher desired to study more about teaching. In summary, each individual accessed aesthetic instructional consulting with different desire for class. In particular, instruction research competition became an opportunity for Teacher Do to find her potential and induced active peer-consultation. Moreover, it revealed that the teacher can be developed at a higher level, not by just individuals’ efforts but by more complex interaction with others including the director, research institute, university, colleagues and children. In addition, the process of aesthetic instructional consulting caused the teacher to experience the novelty of daily lives, and allows them to become poetic beings by enlarging their warm perspective toward others.

On the basis of these findings, four points were discussed, as follows:
First of all, it is necessary to have an ontological perspective toward teacher development and teacher education by providing a chance to recover the impmtance of the individual teacher’s experience and its meaning. Next, this research showed the role of meaning of others in the process of teachers’ “ becoming. Therefore, in order to promote teacher development, it is necessity to have active collaboration among peer teachers, the director, and education research institutes. Third, the research provided the implication that aesthetic instructional consulting can change teachers’ daily lives and aesthetic views through the process of designing and implementing aesthetic classes. Finally, teachers’ aesthetic views can be a powerful foundation for creating aesthetic class culture.

This research contributed to suggesting the direction of teacher education for their
creative growth and development by highlighting close interaction with others, teachers' protection and desires, conflict and anxiety, and aesthetic values and views on existence in the world.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구의 내용 10
• 3. 용어의 정의 10
• Ⅱ. 이론적 배경 12
• 1. '되어가기'의 의미 12
• 1) 존재와 되어가기 12
• 2) 하이데거의 존재론과 되어가기의 이해 16
• 3) 들뢰즈의 존재론과 되어가기의 이해 22
• 4) 유아교사 되어가기의 의미 32
• 2. 교사와 교사교육 36
• 1) 교사교육의 정의 36
• 2) 교사교육의 의미 38
• 3) 교사와 교사교육 동향의 변화 42
• 3. 심미적 수업과 심미적 교사 47
• 1) 심미적 수업 47
• 2) 심미적 수업의 특성 51
• 3) 심미적 수업의 요소 55
• 4) 심미적 교사 67
• 4. 수업컨설팅 69
• 1) 수업컨설팅의 정의 70
• 2) 수업컨설팅의 의미 72
• Ⅲ. 연구방법 74
• 1. 연구자의 동기와 배경 74
• 2. 연구 참여자 76
• 1) 연구 참여교사 76
• 2) 연구 참여기관 84
• 3) 연구촉진자와 연구협력자 89
• 3. 연구 절차 91
• 1) 예비연구 91
• 2) 본 연구 94
• 4. 자료 수집 및 분석 109
• 1) 자료수집 109
• 2) 자료분석 113
• 3) 자료분석에 근거한 연구결과의 서술방식 115
• Ⅳ. 심미적 수업컨설팅을 통한 수업 변화 117
• 1. 어색한 출발 117
• 1) 어색하고 공허한 느낌을 주는 수업 118
• 2) 주어진 교육활동에 대한 재해석이 생략된 수업 121
• 3) 아이들이 막연했을 것 같은 수업 126
• 2. 열린 마음과 증폭된 기대감 128
• 1) 지식놀이의 배치와 놀라운 첫 경험 128
• 2) 상상의 언어가 풍부한 내러티브의 첫 경험 138
• 3. 새롭게 출현된 심미적 특질 재배치하기 142
• 1) 주제읽기의 재배치 142
• 2) 상상의 언어가 풍부한 내러티브 세계의 재배치 156
• 3) 교수매체의 심미적 재배치 168
• 4) 지식놀이의 적극적 재배치 172
• 4. 탈영토화를 통한 재배치의 새로움 176
• 1) 안정된 수업 테크닉의 확보 176
• 2) 비로소 알게 되는 아이들의 탈은폐된 능력 178
• 3) 상상력 발휘 하기 181
• 4) 끊임 없는 탈주와 도전 187
• Ⅴ. 심미적 수업컨설팅을 통한 유아교사의 존재론적 되어가기 196
• 1. 각 욕망들의 접속하기 196
• 1) 수업에 대한 욕망들 197
• 2) 각 욕망들의 만남 214
• 2. 수업 연구대회, 기투하기 215
• 1) 새로운 자기 자신의 가능성에로의 결단과 내맡음 215
• 2) 반복되는 고민과 연구, 그리고 갈등과 어려움 218
• 3) 함께 가는 여정 227
• 3. 생성과 변이를 향한 투쟁하기 230
• 1) '자신'과의 갈등과 투쟁하기 231
• 2) '타자'와의 갈등과 투쟁하기 241
• 4. 창조적 변이와 새로운 '되어가기' 255
• 1) 새로운 자기 가능성으로의 변이 와 '되어가기' 255
• 2) 타자와의 친밀한 교섭을 통한 변이와 '되어가기' 260
• 3) 시적 존재로의 변이와 '되어가기' 270
• Ⅵ. 요약 및 논의 278
• 1. 요약 278
• 2. 논의 280
• 참고문헌 292
• 부 록 308
• Abstract 319