공감에 대한 유아교사의 인식 및 이해와 실제에 관한 질적 탐색
Exploring early childhood teachers’ perceptions, understanding, and practices on empathy
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본 연구는 유아교사의 공감에 대한 인식 및 이해와 행동을 교육은 돌봄 활동과 감정노동이라는 관점에 서 접근하여 탐구하고 교사의 공감을 증진하는 방법을 모색하는데 그 목적이 있다. 본 연구를 위하여 경 기도에 소재한 사립유치원에 근무하는 교사 3명을 대상으로 심층면담과 교사의 언어적·비언어적 행동 관 찰을 시행하였다. 연구 결과는 공감의 의미와 역할에 대한 인식 및 이해, 공감의 행동 및 표현, 교사의 공 감적 행동 및 표현에 영향을 주는 요인 세 가지 범주로 분석되었다. 첫째, 교사는 공감을 유아의 마음을 읽고 필요와 욕구를 충족시켜주는 것을 의미하며 교사-유아의 신뢰감 있는 상호 관계를 형성하는 데 중 요한 역할을 한다고 보았다. 또한, 교사들은 종종 ‘거짓 공감’, ‘꾸며진 공감’에 대한 죄책감을 보였으나, 전반적으로 깊이 있는 공감적 이해와 행동을 표현했다. 둘째, 구조화된 교육과정에서는 공감교육 및 도덕 교육의 중요성을 인지하고 관련된 내용을 적극 반영하고 있었지만, 일상생활에서 언어적·비언어적 행동 을 통한 공감적 표현은 인지하지 못한 채 자연스럽게 나타났다. 셋째, 교사는 깊이 있는 공감적 인식 및 이해에도 불구하고 실제 행동 및 표현에 영향을 주는 맥락적 요인이 있음을 호소했다. 즉, 교사의 공감적 인식 및 이해와 행동이 개인의 인성, 자질, 성향에 의해서만 결정되는 것이 아니라, 오히려 교사가 경험하 는 공감적 관계나 교사의 개인적·전문적 삶의 공간을 둘러싼 맥락적 요인들과 관계 안에서 복합적이고 다면적으로 이해해야 할 필요가 있음을 시사한다. 따라서 교사의 공감능력은 교사의 인성 및 개인적 자질 이라는 관념에서 벗어나 복합적이고 다면적인 접근이라는 새로운 시각을 제공하고 교사의 공감능력 향상 교육을 비롯하여 적극적인 지원 정책에 의미를 제공할 수 있다고 기대한다.
Abstract
The purpose of this qualitative study was to explore teachers’ perceptions, understanding of empathy and its practices (e.g., language, attitudes, and behaviors) within the context of early childhood care and education from the perspective of teaching as caring and emotional labor. Three preschool teachers participated in interviews and were observed. Three major themes along with multiple subthemes were identified including (1) meaning of empathy and its role; (2) acts and expressions of teacher empathy; (3) factors stimulating or diminishing teacher empathy. The results of this study were as follows: first, teachers believed that empathy is critical in forming the trust relationship between teacher and children as empathy is used for understanding children’s minds and for fulfilling their needs. In addition, teachers sometimes felt guilty about their feigned empathy, but mostly they expressed deeper empathy toward children. Second, even though there was a strong focus on empathy in moral education, some of these behaviors occurred naturally regardless of the teacher’s awareness of their behavior. Third, the finding revealed that there is a need for understanding of teacher empathy and the various contexts that affect either personal or social-cultural factors, not considered as teacher qualities, virtues, or dispositions. Rather, displays of empathy developed over time and were strongly influenced by context. Implications and recommendations are offered for policy makers, school administrators, teacher educators, pre-service/in-service teachers, and future research.
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