초록 close

이 연구의 목적은 장애통합학급 유아교사의 체험과 그것의 교육적 의미는 무엇인지 조명하는데 있었다. 이를 위해 장애통합교육을 실시하고 있는 한 어린이집의 다섯 교사를 선정하여 2004년 3월부터 2005년 7월까지 내러티브 탐구로 총 60차례 이상에 걸쳐 교육 일상을 관찰하고 총 24회 심층 면담을 통하여 관련 자료를 수집하였다. 그 결과 먼저, 장애통합교육을 담당한 다섯 교사의 체험은 그 깊이에 따라 미숙한 해석가, 숙련된 해석가, 그리고 역경의 안내자로 유형화할 수 있었다. 그리고 장애통합의 체험을 통해 장애통합학급 교사로서의 정체성을 부단히 재구성해나감을 알 수 있었다. 둘째, 장애통합학급 체험에 따른 교사의 가장 큰 변화는 장애인식에 있었다. 먼저, 통합학급 교사는 교사 이전의 한 개인으로서 갖고 있던 장애인식에 대해 반성하고 통합학급의 교사가 되어간다. 그리고 장애유아뿐만 아니라 모든 유아를 위한 장애통합교육으로 나아간다. 셋째, 교사의 몸을 통해 드러나는 교육적 지향은 일반유아들의 장애이해와 접목되고 장애유아 돕기와 맞물려 있음을 확인하였다.


This study is to understand the nature and meaning of teachers’ experience in an inclusive setting of disabled and non-disabled preschoolers. To this end, I chose 5 teachers working at the one day care center in Kyung-gi province that offers inclusive education. The narrative inquiry method I used to collect the stories of the participants comprised interviews, informal conversations, reflective journals and participant observations. The results of this study are as follows. 1) the five teachers’ experience was categorized into three types: ‘a clumsy translator’, ‘skilled translators’ and ‘a guide to adversity’ and these revealed that they were reconstructing their identities as teachers competent to work in an inclusive setting through a series of firsthand experiences and introspection. 2) The most important change for teachers in this inclusive setting is the transformation of their perspectives on disability. Initially, the teachers reflected on the perceptions of disability they had formed before they began teaching in an inclusive setting. As they engaged in articulating those perceptions, they were becoming teachers for an inclusive setting. After this exercise, they conducted inclusive education for all the preschoolers in the inclusive classroom of disabled and non-disabled children. 3) The educational intentions of the teachers were expressed through body language. In this way, the non-disabled preschoolers were able to gain an understanding of their disabled peers as well as the means to communicate with them. As well, one could observe that teachers’ interventions, also expressed through body language were seen and learned by the non-disabled children as ways to connect with and assist their disabled peers.