본 연구는 2020년 유치원 원격교육을 실시한 교사들의 경험을 알아보고 그 의미와 문제점을도출하고 향후 유아원격교육의 방향을 탐색하는데 그 목적이 있다. 이를 위하여 2020년 원격교육을 실시한 D지역 공립유치원 교원 4명을 대상으로 면담을 실시하여 자료를 수집하였다.
연구결과, 첫째, 2020년 원격교육은 대면교육의 역할을 다하기보다 교육의 공백을 채우기로서기능하였다. 둘째, 원격교육경험을 통해서 교사들은 가정, 협력적 공동체, 주관부처의 지원이교육에 필요한 요소임을 인식하였다. 셋째, 교사들은 원격교육이 공백 채우기에서 참교육으로가기 위해 대면 교육 확대, 교사 : 유아 비율감축 그리고 유아교육의 본류를 찾는 것이 필요하다는 의미를 구성하였다. 본 연구는 2020년 원격수업을 통해 유치원 현장에서 필요한 요구와유아교육이 나아갈 방향을 시사하였다는 데 의의가 있다.
The purpose of this study was to determine the experiences of kindergarten teachers who conducted distance classes in 2020 in order to derive their meanings and problems as well as explore the direction of kindergarten’s distance education in the future. To this end, four public kindergartens teachers in the D region who conducted distance education in 2020 were interviewed. The results of the study showed that first, the distance education served as a fill-in for education rather than fulfilling the role of face-to-face education in 2020. Second, through distance education experiences, teachers recognized that support from families, cooperative communities, and supervising ministries was necessary. Third, teachers organized the meaning that it is necessary to expand face-to-face education, reduce the percentage of teacher versus infants in class, and locate the mainstream of early childhood education to fulfill the essential meaning of education. This study was meaningful in that it suggested needs at the kindergarten level as well as indicated a potential direction for the kindergarten’s distance education in the future.
The purpose of this study was to determine the experiences of kindergarten teachers who conducted distance classes in 2020 in order to derive their meanings and problems as well as explore the direction of kindergarten’s distance education in the future. To this end, four public kindergartens teachers in the D region who conducted distance education in 2020 were interviewed. The results of the study showed that first, the distance education served as a fill-in for education rather than fulfilling the role of face-to-face education in 2020. Second, through distance education experiences, teachers recognized that support from families, cooperative communities, and supervising ministries was necessary. Third, teachers organized the meaning that it is necessary to expand face-to-face education, reduce the percentage of teacher versus infants in class, and locate the mainstream of early childhood education to fulfill the essential meaning of education. This study was meaningful in that it suggested needs at the kindergarten level as well as indicated a potential direction for the kindergarten’s distance education in the future.
