전환학습의 관점에서 바라본 결혼이주여성들의 이중언어강사 양성과정 참여경험에 관한 사례연구
Exploring Married Female Immigrants’ Educational Experiences with Lens of Transformative Learning Theory
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초록
본 연구는 전환학습이론(transformative learning theory)의 관점으로부터 결혼이주여성들이 참여했던 이중언어강사 교육프로그램의 참여경험을 탐색하였다. 결혼이주여성을 대상으로 한 이중언어강사 양성사업은 초․중등학교 다문화 교육과 언어 교육을 지원하기 위하여 교육부가 2009년부터 시행한 사업이다. 본 연구가 관심을 가진 것은 이중언어강사 양성프로그램의 교육적 성과 측면보다는 하나의 성인 교육 프로그램으로서 결혼이주여성들의 삶에 대한 관점에 가져온 변화와 그 의미들이다. 이를 위해 연구자는 프로그램 운영자로서 결혼이주여성들의 교육 참여과정을 관찰하고 이를 바탕으로 10명의 연구 참여자를 선정하여 심층면담을 수행하고, 그들의 성찰일지를 분석하였다. 이러한 질적 연구 과정을 통하여 연구결과는 결혼 이주여성들이 한국이주 후 겪는 혼란스러운 딜레마와 이중언어강사 양성과정 참여경험의 의미, 교육 경험 이후의 자신과 세상을 바라보는 관점 변화들을 기술한다. 이러한 관점변화의 촉진요인들로 ‘동료와의 집단적 관계성과 정서적 공감대’, ‘성찰일지를 통한 개인적 성찰과 내면적 대화’, ‘배려자이자 전환적 멘토로서 교육자의 역할’ 등이 논의되어졌다. 끝으로 결혼이주여성들의 전환학습과 이들을 위한 성인교육 방향성에 대한 실천적 시사점이 논의되어졌다.
Abstract
This study was to describe married female immigrants’ educational experiences from a bilingual language instructor development program and interpret those experiences with lens of transformative learning theories. The program was implemented by the Korean ministry of education in order to support the multi-cultural and language education for elementary and middle schools. The purpose of study was not to examine if the program was effective or successful but to explore the participants’ changes of life perspectives which resulted from the program participation. A qualitative case study was conducted with 10 research participants using in-depth interviews and content analysis of reflective journals written by them. The research results revealed married female immigrants’ disorienting dilemma, perceived meanings of educational experiences, and changes in meaning perspectives about their lifes. The results also discussed the factors that fostered their transformative learning experiences such as ‘trustful relationship and emotional sympathy with peers’, ‘self-reflection and internal dialogue through reflective journal’, and ‘role of educator as a transformative mentor’.
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