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The purpose of this study is to examine the changes of teachers through collaborative mentoring process between teachers and researchers for guidance in maladaptive behaviors. To this end, collaborative mentoring proceeded to identify problems through children observation-searching for causes-exploring for alternatives through external consultation and then practice-re-mentoring after mentoring and reflection. The research participants were 6 teachers who work with the researcher and external consultant. The data were collected from March 2, 2016 to July 1, 2016 through participation observation, teacher - research consultant, teacher - researcher''s reflective journal writing, and qualitative analysis was conducted. As a result, early childhood teachers strengthened positive awareness and improved competence in terms of guiding maladjusted children through the collaborative mentoring process. Second, the teachers developed their own effective method based on reflective thinking and began to practice these methods in their daily lives. Third, various guidance methods were explored based on expert knowledge from a consultation with external advisors, and a collaborative system was formed with the family, which allowed teachers to experience increased trust and confidence in themselves. Therefore, it is necessary to constant efforts for maladaptive behavior guidance, and professional support such as collaborative mentoring should be provided. |
