중년 여성 대학원생의 교육자서전(Educational Autobiography)을 통한 자기 탐색 과정에 관한 협력적 자문화기술지

초록

This study is a collaborative autobiography of self-exploration through educational autobiography of middle-aged female graduate students. Students have faced challenges regarding graduate courses owing to multiple roles in difficult academic and life areas, experiencing identity confusion, and trying to adjust to graduate school life. While preparing for an assignment of educational autobiography in a class, we deeply understood each other and sympathized with ourselves and could form a sense of solidarity through cooperative reflection between our advisor and colleagues on our educational life, which led to a voluntary research community. Although there are fears remaining in the journey of graduate school, through our narrative, we confirmed that we continue to contemplate and expand our identity, along with our determination to live as lifelong learners that continues to “practice, learn, and walk” after graduation. This study is meaningful in that it confirmed our dynamic identity to reflect on the identity of middle-aged female graduate students and to sympathize with our colleagues' lives in the graduate community. This will help to determine the direction of the next generation of middle-aged female students in the future.

키워드