기록작업을 매개로 한 부모참여에 관한 실행연구: 학습공동체를 지향하며
Action Research on Parent Participation through Documentation: Toward Building a Learning Community
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초록
이 연구는 레지오 접근법의 영향을 받은 두 유치원이 부모를 동반자로서 인식하고 학습공동체를 형성해 가고자 했던 노력에 대한 보고이다. 유치원은 어린이들의 삶 향상을 위한 부모와의 의사소통과 성찰의 매개체로서 기록작업(documentation)을 활용하였다. 이러한 시도는 부모와 학교 측에게 모두 새로운 도전을 던지면서 학습공동체 지향 과정의 단면들을 드러내게 하였다. 그 과정은 구체적인 결과물이나 현상으로 정리되기보다 새로운 출현과 갈등과 이해가 병존하는 역동체로서의 끊임없는 움직임의 ‘과정’ 그 자체일 수밖에 없다는 점을 발견하게 하고, 연구자들의 새로운 기대를 또 다시 만들어냈다. 이러한 관찰을 토대로 부모와의 학습공동체 지향 과정에서의 기록작업의 교육적 의미를 모색하였다.
Abstract
This study is an action research on parent participation in two kindergartens inspired by Reggio Emilia Approach. The kindergarten educators acknowledge the significance of communication with parents in enriching the quality of education for young children. In this study, parents were not considered subjects for education or training but partners with children, teacher, and directors for their children's education. Through the documentation, kindergartens initiated a new communication between school and parents. The documentation in the kindergartens includes teachers' observations and interpretations of children's learning and parents' observations of the classroom. We, researchers, observed and recorded parent meetings and shared our research documentation with parents, teachers, and kindergarten directors. In our research, the documentation was a tool of reflection, serving as a mirror for parents, teachers, directors, and researchers. The documentation process challenged parents' ideas about kindergarten education as well as kindergarten teachers' and directors' ideas about parents as partners in children's education. Around the documentation, parents, teachers, directors, and researchers were gathered to build learning community. The process of building a learning community revealed emerging conflicts as well as a deeper understanding among all the participants. The participants encountered the process itself as continuous dynamic action itself. The process creates new expectations. We found that the documentation toward building a learning community becomes a meaningful tool for changing schooling.
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