공감교실: 공감에 대한 유아교사의 이해 = Exploring Teacher’s Understanding of Empath

다국어 초록 (Multilingual Abstract)

This qualitative study was designed to explore teachers’ perspectives and discourses on empathy in their relationships and interactions with young children within the context of early childhood care and education. In the case study, data of three South Korean preschool teachers were collected through interviews and classroom observations. The study focused on exploring teachers’ perceptions, understanding, and practices (e.g., language, attitudes, and behaviors) in relation to empathy. Three major themes along with multiple subthemes were identified including: (1) understanding of the meaning of empathy; (2) understanding of the practices of empathy; and (3) understanding of the importance of empathy. The results of this study were as follows: first, teachers understood empathy as teachers’ sensitivity and flexibility and emotional distance with others influence the degree of empathy. Second, teachers considered both cognitive empathy and affective empathy during planning and management of the curriculum. Third, teachers understood empathic caring as the value of mothering, the purpose of sustainable development, and the effects of socio-cultural contexts. In conclusion, teacher empathy in this study was not only characterized by the teacher’s quality, virtue or disposition. Rather, displays of empathy developed over time and were strongly influenced by context. Implications and recommendations are offered for policy makers, school administrators, teacher educators, preservice/in-service teachers, and future research.

국문 초록 (Abstract)

본 연구의 목적은 유아교사들의 담론 속에 나타나는 공감 및 교사공감에 대한 교사들의이해 및 경험을 분석하여 효율적인 교사의 공감능력 증진에 대한 방안을 모색하는 것이다.
이를 위하여 G도에 소재한 사립유치원에 근무하는 교사 3명을 대상으로 심층면담과 교실 내· 외 교사행동 및 상호작용 관찰을 실시하였다. 본 연구의 결과 유아교육현장에서 교사가 공감을 인식하고 이해하며 표현하는데 있어서 영향을 주고받는 맥락에 대한 담론은, 공감의 의미에 대한 이해, 공감의 실제에 대한 이해, 공감의 가치에 대한 이해의 범주로 요약되었으며 일련의 공통점을 보이고 있었다. 첫째, 교사는 공감을 교사의 민감성 및 사고의 유연성과 관련있으며 타인과의 심리적인 거리감이 공감의 정도에 차이를 준다고 이해했다. 둘째, 교사는 교육과정 수립 및 수행에 있어 인지적·정서적 공감을 고려하였다. 셋째, 교사는 모성적 가치로서 공감적 보살핌을 이해하고 사회의 지속적인 성장을 위한 주요한 요소로 공감의 가치가 있다고 보았으며, 한국 사회의 관계중심문화가 교사의 공감에 대한 관점을 형성하는데 영향을준다고 보았다. 따라서 교사의 공감적 이해는 개인의 인성, 자질, 성향에 의해 결정되는 것이아니라, 오히려 교사가 경험한 공감적 관계나 교사가 개인적·전문적 공간을 둘러싼 사회·문화적 맥락의 요소들과 관계 안에서 복합적이고 포괄적으로 이해해야하는 것으로 나타났다.

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