유아환경교육 과정에서 나타난 교사의 반성적 성찰과 전환적 성장: 자전적 내러티브 탐구 방법을 중심으로
- 발행기관 강원대학교 교육대학원
- 지도교수 도움말 오아름
- 발행년도 2026
- 학위수여년월 2026. 6
- 학위명 석사
- 학과 및 전공 도움말 교육대학원 유아교육전공
- 세부분야 해당없음
- 실제URI http://www.dcollection.net/handler/kangnung/000000012432
- UCI I804:42001-000000012432
- 본문언어 한국어
초록/요약 도움말
The purpose of this study is to explore the internal changes and shifts in perception experienced by the researcher, a classroom teacher for a young children's class, in the process of practicing early childhood environmental education, and to deeply understand the meanings inherent in these experiences. To this end, an autobiographical narrative inquiry method, which takes the researcher’s own experiences as the subject of investigation, was employed, and field texts including research notes, reflective journals, photographs, and conversation transcripts were collected. The collected data were analyzed within a three-dimensional inquiry space of time, place, and sociality, following the inquiry procedures proposed by Clandinin and Connelly （2007）. According to the narrative flow, the contents were organized into three themes: ‘Taking a Step toward Early Childhood Environmental Education,’ ‘Leaping Forward Using Experience as a Foothold,’ and ‘Running toward the Future.’ First, in ‘Taking a Step toward Early Childhood Environmental Education,’ the researcher revealed the limitations of an anthropocentric （human-centered） perspective that views the environment merely as an object of management, becoming preoccupied with external achievements and visible indicators such as winning awards in contests. However, during this process, the voluntary and authentic environmental practices demonstrated by the children provided the researcher with a sense of educational indebtedness and an opportunity for deep reflection. Subsequently, in ‘Leaping Forward Using Experience as a Foothold,’ the researcher dismantled the dichotomous thinking that separates daily life from education and established an identity as an ecological role model. In particular, the researcher recognized children not as mere objects of education but as partners in learning together, thereby experiencing the construction of an ecological solidarity that organically connects the institution and the home. Finally, in ‘Running toward the Future,’ the researcher shifted the paradigm from a human-centered perspective focused on environmental management and control to an ecocentric perspective that respects the value of all beings. Observing children discover the vitality of non-human entities in discarded objects and propose agency-driven alternatives in disaster situations, the researcher re-conceptualized them as active ecological citizens. This study suggests that early childhood environmental education must go beyond the simple transmission of knowledge to become a process of transformative learning that changes teachers' own inner values and lifestyles. It also implies that teachers should become reflective practitioners who develop practical knowledge by utilizing children's responses as catalysts for reflection amidst field dilemmas.
more목차 도움말
Ⅰ. 서론 1
Ⅱ. 이론적 배경 6
1. 유아환경교육의 지향점과 패러다임의 변화 6
2. 유아환경교육 실천 교사의 인식론적 토대 10
Ⅲ. 연구 방법 15
1. 자전적 내러티브 탐구 15
2. 연구 참여자와 연구 현장 17
1） 연구 참여자로서의 ‘나’ 17
2） 연구 현장 18
3. 연구 절차 19
4. 연구의 윤리적 문제 24
Ⅳ. 연구결과 25
1. 유아환경교육에 한 걸음 내딛다. 25
1） 유아환경교육에 관심을 갖고, 방향을 설계하다. 25
2） 꾸준함을 만들어 가는 길, 그리고 마주한 첫 실패 34
3） 딜레마 속의 성찰, 또 다른 환경교육을 위한 밑거름이 되다. 37
2. 경험을 발판 삼아 도약하다. 46
1） 나의 모습을 돌아보고 일상과 교육의 경계를 허물다. 46
2） 아이들의 실천을 통해 함께 변화의 보폭을 맞추다. 51
3） 자원 절약을 실천하며 비움의 가치를 고민하다. 58
3. 미래를 향해 달려가다. 63
1） 버려지는 것들 속에서 가치를 발견하다. 63
2） 정답을 가르치기보다 생명의 무게를 함께 느끼다. 68
3） 앎과 삶, 인간과 자연이 조화를 이루는 환경교육을 향하여. 75
Ⅴ. 논의 및 결론 79
참 고 문 헌 84
