유아교사의 발달단계별 자질에 대한 원장의 인식과 선호

• 영문명: Early childhood directors’ understanding and preference on early childcare teachers’ competence in the stages of professional development
• 발행기관: 한국생애학회
• 저자명: 안효진(Hyo Jin Ahn) 최혜영(Hye Yeong Choi)
• 간행물 정보: 『생애학회지』생애학회지 제5권 제2호, 99~115쪽, 전체 17쪽
• 주제분류: 자연과학 > 생활/식품과학
• 파일형태: PDF
• 발행일자: 2015.09.30

영문 초록

The present study examined early childhood director s understanding and preference on early childcare teachers’ qualities of classroom practices in each stage of professional development. The subjects consisted of 87 directors of the early childhood education institutions. The subscale for measuring the early childhood teacher’s ability in classroom in accordance to the stages of professional development (Lee, Kim, & Kang, 2004) was employed. The collected data were analyzed by multiple response analysis using SPSS for Windows 16.0. The results were as follows: First, the directors’ anticipations of early childhood teachers’ abilities differed by stages. In the survival and consolidation stages, teachers’ abilities based on the order of ‘love for child’, ‘responsibilities’, and ‘faithfulness’ were perceived to be critical while, in the renewal stage, abilities based on the ‘responsibilities’, ‘love for child’, and ‘having good relationship’ were essential in that order. Secondly, the director’s preference for the requirements in hiring also differed depending the stages: In the survival stage, teachers’ ‘faithfulness’, ‘love for child’, and ‘responsibilities’ were important whereas, in the consolidation stage, the ‘love for child’, ‘responsibilities’, and ‘faithfulness’ in were important in that order. In the renewal stage, the ‘harmony’, ‘responsibilities’, and ‘having good relationship’ were important in that order. Lastly, the director’s preference for the in-service teachers education also differed depending on the stages: In the survival stage, ‘harmony’, ‘love for child’, and ‘professionalism’ were prioritized whereas, in the consolidation stage, ‘harmony’, ‘patience’, and ‘job ethics’ were prioritized. But for the renewal stage, in the order of ‘harmony’, ‘patience’, and ‘self-reflection’ were preferred.

목차

I. 서론

II. 연구방법

III. 연구결과

IV. 논의

참고문헌

키워드

유아교사의 발달단계 자질 유아교육기관의 원장 원장의 인식 원장의 선호 The stages of early childhood teachers professional development Competence early childhood directors director s understanding director s preference