평생교육 현장실습생들의 현실충격 경험 연구
The reality shock of pre-service lifelong educators during lifelong education practicum
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본 연구는 예비 평생교육사인 평생교육 현장실습생들이 경험하게 되는 현실충격의 본질을 포착하고 이를 완화하는방안 및 실습기관과 학교 당국의 대처방안을 모색함으로써 이들이 실제로 평생교육사로 현장에 투입되었을 때 잘적응하고 문제를 잘 해결할 수 있도록 준비시키기 위함이다. 이를 위해 실습을 완료한 11명의 실습생과 2명의 실습담당자를대상으로 현실충격 경험에 대해 반 구조화된 질문지에 기초하여 심층 면담하는 질적 연구를 실시하였다. 실습생들의현실충격 경험을 실습담당자의 관점에서도 조망하여 현실충격의 본질을 포착한 것이다. 심층 면담자료 이외에 11명의연구대상자들이 실습기간 동안 작성하고 제출한 성찰일지, 실습 최종 평가회 발표자료, 관찰 노트 등을 분석자료에포함하였다. 연구결과, 첫째, 참여자들은 평생교육의 핵심이라고 할 수 있는 프로그램 개발에서 이론과 실제는 크게 다르다는것을 경험하였다. 요구분석은 제대로 이루어지지 않았고 만족도 조사에 불과하였다. 프로그램 역시 양은 많으나단편적이었고 고착화된 프로그램이 많았다는 점에서 이론과 현실과의 괴리를 느꼈다고 한다. 둘째, 참여자들은 큰비중을 차지하는 민원업무와 잡무 등 돌발적이고 야생적인 평생교육 현장을 경험하며 현실충격을 경험하고 소진을느꼈던 것으로 나타났다. 그럼에도 평생교육 현장실습은 이론수업에 경험할 수 없는 현장체험과 미래준비를 위한첫 걸음이었다라고 중요하게 인식하고 있었다. 셋째, 현실충격완화 요소로서 의미 있는 실습, 동료 실습생들과 이야기하고의지하면서 실습할 수 있었다는 점, 실습담당자의 격려와 배려, 성인학습자를 도와주는 데서 오는 기쁨, 이들의 고마움표시는 긍정적 요소로 작용한 것으로 나타났다. 연구결과를 바탕으로 실습기관과 학교 당국에 의미 있는 제언을제시하였다.
Abstract
This study aims to capture the essence of the reality shock experienced by pre-service lifelong educators and seek ways to alleviate it and ways for the training institutions and university authorities to deal with it. Ultimately, it aims to prepare them to adapt well and solve problems when they enter the field as lifelong educators. To examine the experiences of reality shock, a qualitative study and in-depth interviews based on a semi-structured questionnaire were conducted with 11 pre-service lifelong educators who had completed the practicum and two supervisors. The essence of reality shock was captured by exploring pre-service lifelong educators’ experiences of reality shock. In addition to the in-depth interview data, the analysis data included reflection journals, the final evaluation presentation materials written and submitted by the 11 participants during the practicum period, and field notes. The results are as follows: First, the participants realized that there is a distinct discrepancy between their expectations for program development and the realities they had experienced. Needs analysis was not conducted properly and was limited to a satisfaction survey. The programs were also large in quantity but fragmented, and many of them were fixed, which led to participants’ perceived gap between theory and reality. Second, the participants experienced a reality shock and felt burnout as they experienced the sudden and wild lifelong education field, such as civil affairs and miscellaneous tasks, which accounted for a large proportion. Nevertheless, they recognized the lifelong education practicum importantly as the first step toward entering the profession that could not be experienced in classes and preparing for the future. Third, as factors that alleviated their reality shock, perception of meaningful practicum, and the fact that they could practice while talking to and relying on colleagues under the encouragement and consideration of their supervisors, the joy derived from helping adult learners, as well as their expressions of gratitude were found to be positive factors. Based on the results, meaningful suggestions for the training institution and university authorities were addressed.
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