놀이해석의 장에서 얽힌 교사의 배움과 순환적 실천 : 원내 학습공동체 사례연구

Abstract

This study explore how teachers in a learning community within a single early childhood education center formed teacher learning through play interpretation, and how such learning was transformed and reconstructed into practice. The research was conducted over 7 months with 6 teachers at a metropolitan childcare center. Data were collected through participant observation, records of play conferences and learning community meetings, teacher interviews, play documentation, photographs and videos, and the researcher’s journal. Comparative analysis, triangulation, and member checking were conducted. The findings are as follows. First, the formation and entanglement of teacher learning through play interpretation within the learning community were specified as tentative sharing and reflective revisiting, expansion of interpretation and adjustment of practice through revisiting, expansion of interpretation and adjustment of practice through revisiting and collaborative learning developed through respecting differences. Second, the transformation and reconstruction of play scenes through interpretation and practice, practical transformation accompanied by tension and uncertainty, and the reconstruction of professionalism within relational entanglement were identified. These results indicate that teacher learning is not merely the acquisition of knowledge but a cyclical practice continuously generated through linguistic and practical entanglements with colleagues. This study highlights the need to reconceptualize teacher professionalism in the implementation of play -centered curriculum as relational and practice-oriented, It provides implications for the operation of teacher learning communities and the design of teacher education programs.