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A Grounded Theory Approach on Kindergarten Teachers` R-Learning Experience
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유치원 교사의 R-러닝 수용과정에 대한 근거이론적 접근

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Type
Academic journal
Author
Journal
The Korean Society for Early Childhood Teacher Education Early Childhood Education Research & Review Vol.19 No.2 KCI Accredited Journals
Published
2015.4
Pages
297 - 320 (24page)

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A Grounded Theory Approach on Kindergarten Teachers` R-Learning Experience
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This study was conducted in order to explore a variety of kindergarten teachers` experiences in the R-Learning acceptance process and the ways in which any problems that arose in the process were dealt with. To achieve the objectives, an in-depth interview survey of 12 teachers was conducted, and 128 concepts, 30 sub-categories and 12 categories were derived by following the approach procedures of a grounded theory. These categories were classified into: the cause and effect conditions(acceptance due to external factors and acceptance due to internal factors), major phenomenon(lack of confidence in accepting R-Learning), contextual conditions(lack of understanding pertaining to R-Learning, difficulty in the working environment, and limitations of the robot-application system), mediative conditions(the unique educational possibilities of R-Learning and desire for good results), action/interaction strategies(building of collaborative relationships, subjects` knowledge on R-Learning and their efforts in learning the program`s functions; re-consideration of stance toward R-Learning) and results(attempts for R-Learning application appropriate for class context). The paradigm model on the teachers` R-Learning experience was composed founded on the described data, and the characters and dimensions of each category were suggested. In the optional coding stage, the core category was drawn, which was ‘Striving to adapt R-Learning’, from which three types - namely, ‘Conflict type’, ‘Acceptance type’, and ‘Reflective type’ were further analyzed. In the results of this study, the process of the subjects` effort to adapt R-Learning into a feasible educational method was shown, and based on such, future directions for research and practices related to R-learning - its acceptance and expansion in the field of early childhood education were implied.
#유치원 교사 #grounded theory #R-러닝 #kindergarten teacher #R-Learning #근거이론

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References (32)

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1. [단행본] - 교학사 / 2015 / New Age 새국어사전 / 교학사 google schola 2. [학술지(정기간행물)] - 김경철 / 2010 / 교사보조로봇 활용에 대한 유아교사들의 인식 / 열린유아교육연구 15 (3) : 25 ~ 42 dbpia 3. [학술지(정기간행물)] - 김영인 / 2013 / 중학교 과학 수업에서 교사들의 반성적 활동 경험이 디지털 기술 활용에 대한 인식에 미치는 영향 / 교사교육연구 52 (3) : 606 ~ 620 dbpia 4. [학술지(정기간행물)] - 박경희 / 2010 / 유아교육현장의 로봇활용교육 탐색에 관한 연구 / 열린유아교육연구 15 (6) : 161 ~ 187 dbpia 5. [학술지(정기간행물)] - 송연옥 / 2012 / 교사들의 디지털교과서 사용 경험에 관한 근거이론적 접근 / 교육공학연구 28 (2) : 231 ~ 262 dbpia

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로봇의 교육적 활용에 대한 예비유아교사와 유아교사들의 인식 비교 연구
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