Earticle

본 연구는 3D 기반 메타버스 환경에서 정보 중심 자기주도 학습 모델(Information-Centered Self-Directed Learning Model, IC-SDLM)과 탐색 중심 자기주도 학습 모델(Exploratory Centered Self-Directed Learning Model, EC-SDLM)을 비교 분석하여 3D 기반 메타버스 학습환경 설계의 교육적 시사점을 도출하고자 하였다. 연구 대상은 4년제 D 대학의 재학생으로, 총 56명을 대상으로 설문 조사와 심층 인터뷰(FGI)를 시행하였다. 설 문 조사 결과, EC-SDLM은 IC-SDLM보다 학습자의 실재감, 몰입도, 흥미도, 만족도, 지속참여의향에서 유의미 하게 높은 평가를 받았으며, 학습자의 상호작용성과 자기주도적 탐색 활동이 학습 경험을 강화하는 데 중요한 역할을 하는 것으로 나타났다. 반면, IC-SDLM은 강의 중심의 정보 전달 모델로, 학습자 참여와 자율적 학습 면에서 비교적 낮은 평가를 받았다. 인터뷰 결과에서는 학습자들이 메타버스 기반 학습환경에서 실재감, 상호 작용성, 사용자 참여를 강화하는 설계에 대해 긍정적으로 평가하였으며, 물리적 공간의 한계를 극복하고 학습 자 맞춤형 체험형 교육이 가능하다는 점을 강조하였다.

This study aims to compare and analyze the Exploratory Centered Self-Directed Learning Model (EC-SDLM) and the Information-Centered Self-Directed Learning Model (IC-SDLM) within a metaverse-based learning environment to derive educational implications for designing effective metaverse learning systems. The study targeted 56 undergraduate students from a four-year D University conducting surveys and focus group interviews (FGI). The survey results showed that EC-SDLM received significantly higher evaluations in terms of virtual presence, learners’ engagement, interactivity, and satisfaction compared to IC-SDLM. EC-SDLM effectively reinforced learners' experiences through interactive exploration and self-directed learning activities, while IC-SDLM, which primarily relied on lecture-oriented content delivery, demonstrated limited effectiveness in fostering learner participation and autonomy. The interview analysis revealed that learners positively evaluated the design of the metaverse-based learning environment, particularly its ability to enhance presence, interactivity, and autonomy. Students emphasized that the metaverse overcomes physical space constraints and enables personalized experiential learning.

최근 ChatGPT 등 생성형 인공지능의 활용은 학생 개개인의 맞춤형 교육과 수업의 범위를 확장하여 교 육계에 새로운 변화와 혁신을 가져올 것으로 기대되고 있다. 즉, 새로운 기술의 등장으로 구체적인 교육 방향성 과 역기능에 대한 대응방안이 마련되어야 하는 실정이다. 본 연구는 대학 수업에서 전공과목을 대상으로 AI의 지능적 대화형 인터페이스의 활용 방법과 학생들의 학습 경험 영향도를 분석한다. 조사 대상 260명 학생(2개 학 과)의 교재 참여도, 학업 성취도, 학습 과정 등 세부 항목들을 분석했다. 오프라인 사례 연구 및 통계 분석 결과 AI 기반 학습은 학습 개선에 크게 도움이 되는 것으로 나타났다. 본 연구는 향후 교육 분야에서 AI 기반 교육 혁신 활성화와 통합 방향성(신규 프로그램 개발)을 위한 연구로써 이바지 하고자 한다.

Recently, the use of generative artificial intelligence such as ChatGPT is expected to bring new changes and innovations to the education system by expanding the scope of personalized education and classes for each student. In other words, with the emergence of new technologies, specific educational directions and countermeasures against dysfunctions need to be prepared. This study analyzes how AI intelligent interactive interfaces are used in university classes for major subjects and the impact on students' learning experience. We analyzed 260 students (2 majors) on their engagement with textbooks, academic performance, and learning process. The results of the offline case study and statistical analysis show that AI-based learning can significantly help improve learning. This study aims to contribute to the development of AI-based educational innovation in the field of education and the direction of integration (new program development) in the future.

Purpose: The aim of this study was to explain the experiences of Iranian nursing students regarding their clinical learning environment (CLE). Methods: Twenty-one nursing students participated in this qualitative study. Data were collected using semistructured interviews and analyzed using conventional content analysis. Results: Analysis of interviews identified six categories: educational confusion, absence of evaluation procedures, limited educational opportunities, inappropriate interactions with nursing staff, bullying culture, and discrimination. Systematic and consistent methods were not used in clinical education and evaluation of nursing students. In addition, there were inadequate interactions between nursing students and health-care staff, and most students experienced discrimination and bullying in clinical settings. Conclusion: Findings showed that the CLE of Iranian nursing students may be inadequate for high-level learning and safe and effective teaching. Addressing these challenges will require academic and practice partnerships to examine the systems affecting the CLE, and areas to be addressed are described in the six themes identified.

Purpose: Problem-based learning (PBL) is now extensively utilized within contemporary nursing education. This study was done to explore the nursing students’ experiences with facilitators in PBL classes as they transitioned from the first package to the fourth package during the entire sophomore year. Methods: Twelve nursing students who had taken the course were interviewed after PBL classes. Data were analyzed using dimensional and comparative analysis based on Strauss and Corbin’s grounded theory. Results: Findings were organized into phases of participants’ experiences with facilitators during PBL classes. They faced interpersonal relationship challenges with facilitators as they moved through the three phases of the continuum: feeling uneasy, overcoming the uneasiness, and valuing the help of the facilitator. In the beginning, uneasiness resulted from proximity to the facilitator. However, seven strategies were derived to respond to the uneasiness during the continuum: (a) searching for information about the facilitator, (b) making efforts to build a positive impression with the facilitator, (c) wanting facilitation, (d) weighing own experiences with facilitator against others’ experiences, (e) following facilitator’s guidance, (f) reflecting on facilitation experience, and (g) retaining facilitator’s remarks. Conclusion: Participants overcame the uneasiness and accepted the facilitator as an advisor. These results are significant in providing optimal facilitation for students in PBL classes because they are based on the PBL participants’ perspectives of facilitation. Further studies related to facilitators’ experiences in the PBL are recommended.

본 연구의 목적은 대학 학위과정에 참여하고 있는 성인학습자의 평생교육성과(직업능력 향상, 삶의 질 향상)에 영향을 미치는 요인을 개인배경, 학습특성 및 참여동기, 학습경험의 측면에서 탐색하고, 이를 통해 대학 성인학습자의 평생교육성과를 제고하는 의미있는 시사 점을 도출하는 것이다. 연구의 목적 달성을 위해 C대학교의 학부과정에 참여하고 있는 성 인학습자를 대상으로 설문조사를 실시하였고, 조사참여에 동의하고 측정문항에 결측없이 응답한 111명의 자료를 분석에 활용하였다. 분석방법은 기술통계 및 다중회귀분석을 적용 하였다. 분석결과, 성인학습자의 직업능력 향상에 영향을 미치는 요인은 성인학습자의 현 재직 여부, 목표지향 중심의 참여동기, 대학에서의 유의미학습, 교수와의 상호작용으로 나 타났으며, 다소 약한 수준에서 협력학습이 종속변수에 긍정적 영향을 미쳤다. 삶의 질 향 상에 영향을 미치는 요인은 대학 입학 전 최종학력, 학습가치 중심의 학습특성, 학습지향 중심의 참여동기, 대학에서의 협력학습, 교수와의 상호작용으로 나타났고, 다소 약한 수준 에서 유의미학습이 긍정적 영향을 나타내었다. 본 연구의 결과를 토대로 대학 성인학습자 의 평생학습성과를 높이는 차원에서 시사점을 논의하였다.

The purpose of this study was to explore the factors that affect the lifelong learning outcomes (improving career abilities, improving quality of life) of adult learners participating in university degree programs in terms of personal background, learning characteristics, participation motivation, and learning experiences. The study aims to derive meaningful implications for improving the lifelong learning outcomes of university adult learners. To achieve this purpose, a survey was conducted among adult learners participating in the undergraduate program at University C. A total of 111 participants who agreed to participate in the survey and provided complete responses to the measurement questions were included in the analysis. Descriptive statistics and multiple regression analysis were applied. The results of the analysis revealed that several factors significantly influenced the improvement of adult learners' career abilities. These factors included the adult learners' current employment status, goal-oriented participation motivation, meaningful learning in college, and interaction with faculty. Additionally, cooperative learning had a positive but weaker effect on the dependent variable. Furthermore, various factors significantly influenced the improvement of quality of life among adult learners. These factors included the final education before entering university, learning characteristics centered on learning values, participation motivation centered on learning orientation, cooperative learning in university, and interaction with professors. Meaningful learning also had a positive but weaker effect. Based on the findings of this study, implications for enhancing the lifelong learning outcomes of university adult learners was discussed.

The number of Korean students who are studying in English speaking countries is increasing and the expenditure invested for studying English abroad is enormous. However, the quality of some ESL programs is not always satisfactory. Recently, there has been a lot of criticism that ESL programs are often not beneficial to language minority students. Some ESL programs cannot provide appropriate instruction and assistance. As a result, it becomes much harder for students to compete with their American peers. In this paper, the researcher scrutinizes some issues related to ESL programs in the United States and Korean students’ ESL experience in American schools. It is examined how the students undergo identity crisis and how they are disadvantaged due to curricular materials irrelevant to their academic needs and interests. Then, this paper proposes some suggestions that can benefit Korean ESL students in their struggles to learn English in America. The researcher hopes this study can help ESL teachers treat their students with more insight about their cultural backgrounds and literacy experiences. The researcher also hopes that this study can help Korean professionals in English education offer more appropriate and reliable advice for their students studying abroad to improve English.

이 연구는 과거 학습단절을 경험했던 중년 여성들이 대학학습경험을 통해 자기를 형성 하는 과정을 Rennie의 해석학적 근거이론 방법을 활용하여 심층적으로 이해하고 실체이론 을 개발하는데 그 목적이 있었다. 이 연구에는 지방 국립대학교에 다니는 45~65세의 중년 여성 대학생 10명이 연구 참여자로 참여하였다. 자료 수집을 위한 면담은 2023년 6월부터 2024년 2월까지 진행하였으며 이들과의 면담자료를 토대로 분석이 이루어진 결과, 121개의 의미단위, 33개의 하위범주, 10개의 해석학적 주제로 범주를 구성하였다. 다음으로 과정 분 석을 시행하여 중년 여성의 학습경험의 궤적을 시간의 흐름에 따라 살펴보았다. 그 결과 유예, 선택, 발견, 직면, 연결, 성장, 형성 단계의 과정이 분석되었다. 하지만, 연결 단계에 서 성장 단계로의 이행에서는 코로나 팬데믹이라는 예상치 못한 장애(obstacles)요인이, 또 성장 단계에서 형성 단계로의 이행에서는 아직 확립되지 못한 학습자로서의 위치성과 통 합되지 않은 자아정체감이 장애요인으로 드러났다. 연구 참여자들의 자기형성은 대학학습 경험을 통하여 자신을 검열하고 해체하며 재구성하는 과정과 관계의 맥락에서 구성된다는 것을 본 연구의 결과를 통해 제시하였다.

The purpose of this study was to deeply understand and develop a substantive theory on the process of self-formation through the university learning experiences of middle-aged women(aged 45-65) who had experienced interruptions in their education in the past, using Rennie's hermeneutic grounded theory methodology. Ten middle-aged female university students from a regional national university participated in this study. The analysis of these interview data resulted in 121 meaning units, 33 subcategories, and 10 higher categories, which were interpreted as thematic categories. A process analysis was conducted to examine the trajectory of the learning experiences of middle-aged women over time. As a result, the process was analyzed into 7 stages: Deferral, Choice, Discovery, Confrontation, Connection, Growth, and Formation. However, during the transition from the Connection stage to the Growth stage, the unexpected obstacles of the COVID-19 pandemic emerged. Additionally, during the transition from the Growth stage to the Formation stage, unestablished learner identity and the lack of an integrated self-identity were identified as obstacles. The results of this study indicated that the self-formation of the participants is constructed within the context of relationships, where individuals scruntinize, deconstruct, and reconstruct themselves through their experiences of learning.

배경: 우리 사회는 기대수명 및 건강수명의 연장으로 60대는 더 이상 노년기로 바라보지 않게 되었다. 실 질적으로 60대는 노화의 과정에 있는 예비 노인 세대로 성공적 노화를 위해 준비를 해야 하는 시기에 해 당한다. 목적: 이에 본 연구는 더 이상 노년이기를 거부하며 자신의 삶을 주체적으로 살아가는 60대 두 여성 노 인의 대학원 입학의 선택과 학습의 경험을 살펴보고 그 의미를 탐색하고자 한다. 방법론/접근: 질적연구방법 중 사례연구를 통해 시간의 경과에 따라 시·공간적 맥락 속에서 수집된 정 보를 토대로 대학원 학습 참여 경험의 의미를 밝히고자 한다. 결과/결론: 첫째, 60대 두 여성은 중년기를 지나며 주변의 권유와 자신이 평생 해오던 일의 영역 가운데 보다 가치 있고 보람 있는 일을 통해 타인에게 도움이 되는 삶을 살아가고자 대학원에 진학하게 되었다. 둘째, 참여자들은 처음엔 체력적으로나 인지적 효율 면에서 젊은 동기들을 따라가기 힘들었지만, 포기하 지 않고 꾸준히 학습에 참여하였다. 또한 중년기를 넘어가며 누적된 다양한 삶의 경험들이 통합되어 가 는 전환학습을 하기에 이르게 된다. 셋째, 참여자들 학습경험의 의미는 자신과 삶을 바라보는 태도에 변 화를 경험하게 되었고, 깊은 영성으로 나아가며 존재에 대한 가치를 발견하고 자아 통합에 이르는 과정 으로 나타났다. 시사점: 노년기에 대한 새로운 관점의 필요성을 제기함과 동시에 삶의 전환기에 새로운 도전을 통해 적 응적이고 성공적 노화를 준비하려는 이들에게 구체적인 도움을 제공할 수 있을 것이다. 나아가 향후 증 가될 것으로 예측되는 고령층의 상담전공 교육 및 효실천에 대한 시사점이 될 것으로 기대된다.

Background: Our society no longer sees the 60s as old age due to the extension of life expectancy and healthy lifespan. Practically, the 60s are a generation of pre-seniors who are in the process of aging, a time when they need to prepare for successful aging. Purpose: This study examines the choices and learning experiences of two women in their 60s who live their lives subjectively while refusing to age anymore, and explores the implications of graduate admission. Methodology/Approach: Through case studies among qualitative research methods, we want to uncover the meaning of the experience of participating in graduate learning based on information collected in a time-and-space context over time. Findings/Conclusions: First, two women in their 60s entered graduate school as they passed middle age to live a life that would benefit others through the invitations around them and the more valuable and rewarding work they had done throughout their lives. Second, the participants initially had a hard time keeping up with their young motivations in terms of physical and cognitive efficiency, but they did not give up and continued to participate in the learning. It also leads to transitional learning that incorporates a variety of accumulated life experiences as we move beyond middle age. Third, the meaning of the learning experience of the participants was to experience a change in the way they viewed themselves and their lives, and it emerged as a process that led to a deeper spirituality, to discovering the value of existence, and to self-integration. Implications: It will raise the need for a new perspective on old age, while at the same time providing concrete help to those who are preparing for adaptive and successful aging through new challenges at the turn of their lives. Furthermore, it is expected to be an implication for the education of counseling and filial piety practice among the elderly, which is expected to increase in the future.

국어를 공부하는 외국인 학생들이 몇 년간 급격하게 증가하면서 한국어의 국제적인 지위가 올라가고 있다.하지만 외국인 학생들의 입장에서는 한국어를 배우는 과정에 많은 어려움을 겪는 점이 드러나고 있다. 또한 이에 더해 한국 학생들 과 외국인 학생들간의 이해관계가 어려워지는 점을 지적하는 연구가 나오고 있다. 에린 샌더의 디자인 연구 스파이럴을 통해서 이 논문은 한국에 있는 외국인 학생들의 한국어 교육경험을 조사했다. 또한 이 학생들의 한국어 학습에 대한 인식과 효과적인 요인들을 분석하였다. 결론적으로 본 연구는 디자인 연구를 통해 한국어 학습에 중요한 통찰을 결과로 도출했으 며, 외국인 학생들이 한국어를 효과적으로 공부하는데 기여할 디자인 기회를 도출한 의의가 있다.

The international status of the Korean language has been elevated as the demand for studying the language among foreign students has grown sharply over the past few years. Unfortunately, foreign students face difficulties in learning the language, conflicts are also deepening between Korean and foreign students. Using Erin Sander’s design research spiral, this paper investigates foreigners’ Korean language learning experiences, identify the main cognitive and affective factors influencing their learning process. Research findings collected with the design analysis revealed needs and insights that offer opportunities relevant specifically for the conception, design and development of new products and services related to Korean language learning.

목적: 본 연구는 에스테틱 기기 관리 수업에서 사례 기반 학습(Case-Based Learning, CBL)을 경험한 학습자의 메타인지와 창의 적 문제해결력 간 관련성을 분석하고, 성찰 기록을 통해 실무 역량 형성 과정을 탐색하고자 하였다. 방법: 혼합 연구로 설계하여, 양 적 연구에서는 메타인지와 창의적 문제 해결력 하위 요인 간 상관관계를 검증하였고, 질적 분석에서는 성찰 기록에 대한 주제 분석을 실시하였다. 결과: 메타인지의 계획·조절과 모니터링은 창의적 문제 해결력과 유의한 정적 상관을 보였으나, 평가는 유의하지 않았다. 질적 분석에서는 ‘피부반응 기반 미세조절’과 ‘피부관리 장비 적용 숙련’이 핵심 주제로 도출되었으며, 실습 과정에서 전략을 즉각 수정하는 행위 중 성찰이 수행의 질에 중요한 역할을 함을 확인되었다. 결론: 에스테틱 실무 교육에서 메타인지는 실시간 상황 판단과 전략 조정을 가능하게 하는 성찰적 실천 과정으로 작동하며, 향후에는 비구조화된 사례 상황을 반영한 성찰 기반 수업 설계가 요구된다.

Purpose: This study examines the relationship between metacognition and creative problem-solving ability among learners engaged in case-based learning in an esthetic device management course. Additionally, it explores how practical competency processes develop through analysis of learners’ reflective records. Methods: A mixed-methods design was employed, integrating quantitative and qualitative approaches. Quantitative analysis assessed the correlations between metacognition and creative problem-solving ability, whereas the qualitative process used thematic analysis of learners’ reflective records. Results: The planning–regulation and monitoring components of metacognition was positively associated with creative problem-solving ability, whereas the evaluation component was not. The qualitative analysis identified two core themes: skin reaction–based micro-adjustment and proficiency in the application of skincare devices. These indicate that reflection-in-action, characterized by immediate strategy modification during practice, plays a critical role in enhancing the quality of task performance. Conclusion: In esthetic education, metacognition functions as a reflective practice that enables real-time situational judgment and strategic adjustment. These findings suggest the need to strengthen reflection-based instructional designs that incorporate ill-structured case situations in future curricula.

目的: 探讨在美学设备管理课程中，采用案例式学习方法的学习者元认知与创造性问题解决能力之间的关系。此 外，本研究还通过分析学习者的反思记录，探索其实践能力的发展过程。方法: 本研究采用混合方法设计，整合 了定量和定性方法。定量分析评估了元认知与创造性问题解决能力之间的相关性，而定性分析则采用主题分析 法分析学习者的反思记录。结果: 元认知中的计划-调节和监控成分与创造性问题解决能力呈正相关，而评估成 分则不然。定性分析确定了两个核心主题：基于皮肤反应的微调和护肤设备应用的熟练程度。这些结果表明， 以实践过程中即时调整策略为特征的行动中反思，在提升任务表现质量方面发挥着关键作用。结论: 在美学教育 中，元认知作为一种反思性实践，能够帮助学生进行实时情境判断和策略调整。这些发现表明，未来的课程需 要加强以反思为基础的教学设计，并纳入非结构化案例情境。

This study investigated the impact of guided meditation on the well-being of online college students. The research sample consisted of 214 fourth-year students (morning and evening studies) specializing in English language at the University of Diyala, Iraq. Guided meditation techniques were implemented during online classes via Google Classroom, following student consent, and data were collected through a survey questionnaire. Responses were analyzed using Partial Least Squares–Structural Equation Modelling (PLS-SEM) with Smart PLS software. Findings reveal that guided meditation significantly enhances learning outcomes, student engagement, and teacher–student rapport, though no evidence was found to support its role in increasing motivation for online learning. By employing both quantitative and qualitative approaches, the study demonstrates the methodological value of mixed designs while acknowledging limitations such as small sample size, gender imbalance, and cultural specificity. These constraints underscore the need for broader investigations incorporating diverse participant groups, hybrid learning environments, and expanded qualitative inquiry. Despite its limitations, the study highlights guided meditation as a promising technique for fostering engagement and rapport in online education, offering a foundation for more comprehensive exploration of its pedagogical potential.

The present paper aims to investigate how pupil’s intrinsic motivation to learn English changes with age, as they progress from lower to higher grades in elementary schools. It attempts to do so by exploring the perceptions held by 213 first-year junior high school students of their English learning experience in Japanese elementary schools. Specifically, the foci in this study are: (1) to explore different patterns in the development of intrinsic motivation with regard to the length of English learning experiences in elementary school; (2) to clarify a typology of English learning experiences in elementary schools with reference to the development of intrinsic motivation; and (3) to investigate qualitative changes of intrinsic motivation. Results show that three elements of enjoyment, willingness to continue learning, and meaningfulness do not necessarily refer to three discrete aspects of intrinsic motivation, but are rather intertwined each other.

본 연구는 공동주택을 관리하는 주택관리사들의 학습공동체 참여 동기와 참여 경험을 질적연구방법을 통해 살펴보았다. 연구참여자는 주택관리사 17명이었고, 이들은 18차시의 학습모임에 참여한 공동주택관리법에 의거 공동주택에 배치신고를 마친 주택관리사였다. 연구목적을 달성하기 위해 이들을 대상으로 개별 심층 면담을 진행하였다. 수집된 자료는 Masons의 절차에 따라 분석하였다. 본 연구에서 도출된 결과는 다음과 같다. 첫째, 주택관 리사의 학습공동체 참여 동기는 ‘유능한 주택관리사가 되기 위하여’,‘민원 문제를 해결 하기 위하여’,‘일인다역 주택관리사가 되기 위하여’였다. 둘째, 학습공동체 경험은‘노 하우 공유: 경험으로서의 학습’,‘공감과 경청: 행함과 됨의 학습’,‘소속과 참여: 속함으 로서의 학습’,‘확장과 비전제시: 실천으로서의 학습’이었다. 이 연구에서 도출된 연구결 과는 공동주택 주택관리사들의 역량향상을 위한 학습공동체, 교육 및 정책을 위한 기초 자 료로 활용될 것이다.

This study examined the motivations and experiences of participating in a learning community among housing managers who manage apartment buildings through a qualitative research method. The participants of the study were 17 housing managers who had completed the notification of placement in a housing complex under the Housing Management Act and participated in the 18th learning group. In-depth individual interviews were conducted to fulfill the research objectives. The data collected was analyzed according to the Masons' procedure. The findings of this study are as follows First, the motivations for participating in the learning community were‘to become a competent housing manager’,‘to solve complaints’, and ‘to become a one-person housing manager’. Second, the learning community experiences were ‘sharing know-how: learning as experience’, ‘empathy and listening: learning as doing and becoming’, ‘belonging and participation: learning as belonging’, and ‘expanding and visioning: Learning as practice’. The findings of this study will be used as a basis for learning communities, education, and policies to improve the competence of apartment house managers.

Background/Objectives: This study is a qualitative study that attempted to explore the experiences of nursing students participating in the learning community in the COVID-19 situation through the content analysis method. Methods/Statistical analysis: Data collection was conducted for 10 nursing students in 2021 The data analysis of this study was analyzed using content analysis based on the recorded data of the in-depth interview and the transcribed data. Findings: Four categories and eighteen sub-area themes were derived from the research question. Students' online learning community activities were classified into the stages of planning, implementation, evaluation, and reflection. Improvements/Applications: In the future, it is necessary to develop the online learning community program based on active interaction and verifying the effectiveness.

본 연구는 중년여성들의 바느질 프로그램 참여 경험이 그들의 삶에 어떤 영향을 미치고 있는가를 탐색한 현상학적 연구이다. 연구 참여자들은 J 지역 평생학습관에서 바느질 프 로그램을 수강한 이후 여러 형태로 바느질을 지속해오고 있는 50대 중년여성들이다. 이들 은 다양한 동기(유년기 좋은 기억, 우연한 기회, 여가 시간, 수익 창출)로 바느질 프로그 램에 참여하면서 초기에 바느질에 대한 사회적인 편견이라는 어려움을 겪기도 하였지만, 그 과정에서‘나’에 대한 재능을 새롭게 발견하고, 일부 여성들은 단순한 취미를 넘어 바느 질 교육 관련 교수자로 경력의 전환점을 맞이하기도 하였다. 또한 연구 참여자들은 몰입, 치유, 자아효능감 등의 경험을 통해 자신만의 시간을 바느질로 표현하였고, 소모임 활동 을 통해 지속적인 바느질 프로그램에 참여하였으며, 코로나-19시기 마스크 만들기 재능 기부로 지역사회에 나눔을 실천하기도 하였다. 분석 결과, 바느질은 중년여성들의 삶의 일부이자 미래 삶의 긍정적인 원동력이 되고 있음을 확인할 수 있었다. 그리고 이들의 지 속적인 바느질의 근간에는 호혜적인 상호작용을 기반으로 하는 인적 네트워크가 중요한 역할을 하고 있었음을 알 수 있었다. 본 연구는 단순한 취미생활이나 가사 일의 하나로 치부되어 왔던 바느질이 중년여성들의 삶에 어떠한 영향을 미치고 있는지 평생학습적 관 점에서 탐색을 시도했다는 점에서 중요한 의미를 지닌다.

It is a phenomenological study how the middle-aged women’s experiences with sewing activities influence their lives. The study participants are middle-aged women in their 50s who have constantly participated in their sewing activities since their first registration for sewing program in a local lifelong learning center. They took part in their sewing activities with various purposes and motivations (good memories in childhood, accidental opportunities, leisure, and economic reasons) and discovered their talent for sewing. However, while recognizing social prejudice, they continued their sewing activities and experienced healing, achievement, and a sense of happiness through immersion in the process. Sewing activities served as a useful medium in the field of sharing and serving the local community. The research participants made self-directed and passionate challenges and efforts for self-realization. They expressed their aspirations and expectations that they would not stop sewing for the rest of their lives, aiming for happiness in their middle-aged lives and future lives that are on a continuum. On the basis of the participants' sewing experiences, a human network that interacts with others through reciprocal camaraderie was acting as a driving force. In the study results, it was confirmed that needlework is the middle-aged women' lives themselves and a driving force to lead their lives positively. This study is meaningful to explore the middle-aged women’s sewing experiences trivially treated from lifelong learning perspective.

연구목적: 본 연구는 보육교사 성인학습자의 대학 학습경험에 대한 주관적 인식을 Q방법으로 유형화하여, 유형별 특성과 정책․교육적 시사점을 도출하는 데 목적이 있다. 연구방법: 연구 참여자의 주관적 인식을 심층적으로 탐색하고 유형화하는 데 강점을 지닌 Q방법론을 적용하였다. 심층 면담 및 전문가 자문을 통해 최종 31개의 Q표본을 도출하였다. D대학 유아교육과에 재학 중인 보육교사 32명을 P표본으로 하여 Q Sorting을 실시하고, PQMethod 2.35로 분석하였다. 연구결과: 강하게 긍정한 문항, 강하게 부정한 문항 그리고 유형별 식별문항을 근거로 해석하여 보육교사 성인학습자의 대학 학습경험에 대한 인식 유형을 3가지로 분류하였다. 제1유형은 유보통합이라는 거시적 정책 변화에 대응하고 현실적 제약을 조율해 학습에 임하는 현실 적응적 과제 대응형이다. 제2유형은 교사로서의 전문성을 심화하고 미래의 경력 기회를 확장하여 유아교사로서의 정체성을 실현하고자 하는 전문성 지향적 성장추구형이다. 제3유형은 학업 수행 과정에서 느끼는 자부심과 동료와의 강한 유대감을 핵심 동력으로 삼아 학문적 성취를 이루어가는 정서적 자본기반의 성취형이다. 결론: 유보통합이라는 정책적 전환기를 맞아 보육교사의 전문성 재정립이 요구되고 있다. 이에 본 연구는 성인학습자인 보육교사의 학습경험에 대한 인식 유형을 규명함으로써, 변화하는 정책 환경에 부응하는 교사 재교육의 방향성과 정책적 대안을 모색하는 데 기초자료를 제공하고자 한다.

Objective: This study aims to exemplify the subjective perceptions of childcare teachers, as adult learners, regarding their university learning experiences. Additionally, it seeks to derive policy and educational implications based on the characteristics of each type. Methods: Q-methodology was applied, as it enables a robust and in-depth exploration and categorization of subjective perceptions. A final set of 31 Q-samples was derived through in-depth interviews and expert consultations. Q-sorting was performed with a P-sample of 32 in-service chilcare teachers enrolled in the Department of Early Childhood Education at D University, and the data were analyzed using PQ Method 2.35. Results: The analysis revealed three distinct types of perception regarding university learning experiences, interpreted based on statements with which participants strongly agreed or disagreed, as well as distinguishing statements for each type. The classifications were named as follows: Type 1, the “Realistic-Adaptive Task-Responsive Type”; Type 2, the “Professionalism-Oriented Growth-Seeking Type”; and Type 3, the ‘Emotional Capital-Based Achievement Type’. Conclusions: This study elucidates the multidimensional structure of childcare teachers’ learning experience. This study's identification of perception types is expected to serve as foundational data for establishing re-education policies and program directions for childcare teachers, especially in context of the major policy shift toward the integration of early childhood education and care.