교사-아동 상호작용 훈련(TCIT)이 교사의 긍정적 상호작용과 아동의 파괴적 행동에 미치는 효과검증

• 영문명: The Effects of Teacher-Child Interaction Training on Teacher’s Positive Interaction and Children’s Disruptive behavior
• 발행기관: 한국아동심리치료학회
• 저자명: 두정일(Doo Jeing-Il)
• 간행물 정보: 『한국아동심리치료학회지』제14권 제2호, 113~128쪽, 전체 16쪽
• 주제분류: 사회과학 > 심리학
• 파일형태: PDF
• 발행일자: 2019.06.30

영문 초록

The purpose of this study was to examine how TCIT influences Korean children’s disruptive behavior in school as well as teachers interactions with their students. Ten preschool classes were randomly assigned to either the experimental group which received the TCIT training program or the waitlist control group which did not. The TCIT program was conducted in 12 sessions, twice a week for one hour. The DPICS were diagnosed before and after the TCIT to test for any changes in the quality of the teachers’ interactions. To assess children’s behavioral problems as perceived by their teachers, researchers executed the SESBI-R. The results of this study showed that teachers who had received TCIT had significantly increased positive interactions and decreased negative interactions with their students. Furthermore, teachers with TCIT training reported a meaningful decline in disruptive classroom behavior. This study provides evidence for TCIT supporting teacher self-efficacy and fighting teacher burnout and demonstrates the effective use of TCIT at the preschool level in an experimental setting in Korea for the first time

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의 및 결론

키워드

교사-아동 상호작용 훈련 교사훈련 파괴적 행동 교실행동관리 Teacher-Child Interaction Training Teacher Training disruptive behaviors classroom behavior management