본 연구는 원격 평생교육원 과정에서 보육실습을 지원하기 위한 온‧오프라인 소집단 멘토링을 통한 경험과 의미를 탐색하여 원격 학점제 과정의 보육실습 지원방안을 모색하는데 목적이 있다. 이를 위해 D광역시에 위치한 원격 평생교육원 과정의 보육실습 수강생 5명을 대상으로 2017년 3월부터 6월까지 온라인 멘토링(4개월)과 오프라인 멘토링(9회기)를 실시하였다. 연구 참여자의 반성적 저널, 연구자의 저널, 온라인 멘토링에 기록된 자료, 오프라인 멘토링 자료, 개인면담과 집단면담 전사 자료를 수집하고 분석하였다. 분석 결과, 원격 평생교육원의 예비보육교사들은 멘토링 지원을 간절히 원하였으며, 멘토링 과정에서 정서적 지지와 전문적 지원을 받았다고 느꼈다. 예비보육교사들은 멘토링을 통해 부족한 이론과 실제를 익히고 난관에 부딪힐 때마다 즉각적으로 토의하고 자료를 공유함으로써 한계를 넘어 성장할 수 있었다고 느끼고 있었다. 즉, 바른 교사관을 가지고 반성의 과정을 거쳐 점차 성숙해지고 시‧공간을 넘은 소통을 통해 양질의 보육교사로 서게 되는 과정으로서의 의미를 경험하였다. 본 연구를 통하여 온‧오프라인 소집단 멘토링은 이에 참여한 보육실습생의 정서적지지 및 실습생간의 협력과 성숙을 지원하는 통로로서의 의미가 있다는 것을 제안한다.

The purpose of this study was to explore in-depth meaning of the experiences of on·offline mentoring programs of preservice teachers for child care practice in a university-affiliated credit bank-based lifelong education center. For this purpose, the data were collected through in-depth interviews during online and offline mentorings and through records of experiences of online meetings for preservice child care teachers and the meaning of those experiences were interpreted.
The research question in this study is as follow. What are the experiences and those meanings of preservice child care teachers in online and offline mentorings?
5 preservice child care teachers who took a course of child care practice in K-university affiliated lifelong learning center, volunteered the participation in this study. They participated in 4-month online mentoring and 9-times offline mentoring from March to June, 2017. The offline mentoring was composed based on participants' needs and the researcher's suggestions.
The results were found as two: 'online and offline mentoring experience for child care practice' and 'meaning of mentoring experience of oline and offline for child care practice'. The results of this study are as follows: First, the experience of online and offline mentoring for child care practice gave preservice teachers a chance to improve their professionalism while participating in mentoring. The participants reported their experiences: 'Mentoring, the beginning of eagerness'; 'Small droplets gather to make a big droplet'; 'I do not always walk the flowering route'; 'Going beyond limit together'; and 'Be smart and stand as the master of my life'. Second, the experience of online and offline mentoring for child care practice meant that they started to stand as a quality child care teacher through reflection and communication with the right view of teachers. The meaning of online and offline mentoring experience for child care practice were 'Lanterns revealed only to the prepared ones'; 'Reflection and maturity'; and 'Opening gate of communication beyond time and space'.
In this study, it was found that all the preservice teachers could be together with researcher and could participate in emotional and professional support through online and offline mentoring beyond limitations of mentoring after child care practice, which played a helping role for effective child care practice. The online and offline metoring became a effective way for preservice teachers to participate in child care practice and to develop their personality and professionalism as a teacher in the future. In addition, the mentoring became a way in which mentors and mentees could communicate and cooperate together through reflection and maturity, because of emotional support.

요 약
 Ⅰ. 서론
 Ⅱ. 연구 방법
  1. 연구자 및 연구 참여자
  2. 연구 절차
  3. 자료 수집 및 분석
 Ⅲ. 연구결과
  1. 보육실습에서 온·오프라인 소집단 멘토링의 경험
  2. 보육실습에서 온·오프라인 소집단 멘토링 경험의 의미
 Ⅳ. 논의 및 제언
 참고문헌
 ABSTRACT

• 이지선(배재대학교 대학원 유아교육과) | Lee Ji-Sun
• 이성희(배재대학교 유아교육과) | Lee Sung-Hee 교신저자