유아교사의 놀이중심교육과정 실행역량과 디지털 역량의 관계에서 반성적 사고의 매개효과

• 영문명: The Mediating Effect of Reflective Thinking in the Relationship between Early Childhood Teachers' Play-Based Curriculum Implementation Competences and Their Digital Competences
• 발행기관: 한국보육지원학회
• 저자명: 박진희 손원경
• 간행물 정보: 『한국보육지원학회지』제20권 제1호, 1~19쪽, 전체 19쪽
• 주제분류: 사회과학 > 사회복지학
• 파일형태: PDF
• 발행일자: 2024.01.31

국문 초록

Objective: The purpose of this study was to verify the mediating effect of reflective thinking in the relationship between early childhood teachers’ play-based curriculum implementation competences and their digital competences. Methods: An online survey was conducted targeting 330 early childhood teachers. Descriptive statistical analysis, correlation analysis, and The Process macro model 4 were performed using SPSS 28.0 and The Process macro 4.1. Results: The main results of this study are outlined as follows: first, a significant positive correlation was observed between overall play-based curriculum implementation competences, reflective thinking, and digital competences, including each of their respective sub-factors. Second, the study revealed that reflective thinking played a partial mediating role in the relationship between early childhood teachers’ play-based curriculum implementation competences and digital competences. Conclusion/Implications: Through this study, it was confirmed that when reflective thinking mediated play-based curriculum implementation competences, digital competences were further increased. The findings suggest that not only positive play-based curriculum implementation competences of teachers but also reflective thinking should be considered to enhance digital competences.

목차

I. 서 론

II. 연구방법

III. 연구결과 및 해석

Ⅳ. 논의 및 결론

키워드

early childhood teacher play-based curriculum implementation competences digital competences reflective thinking