실습유형에 따른 예비유아교사의 자아효능감 = A Study on Student Teachers' Self-Efficacyby Types of Kindergarten Practical Teaching

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the changes in self-efficiency of student teachers who major in early childhood education in college with kindergarten practical teaching. The student experienced 3 years of each of the types of pre-practical teaching, apprentice-practical teaching, and post-practical teaching.
The collected date analyzed 117 subjects in pre-practical teaching, 99 in apprentice-practical teaching, and 109 in post-practical teaching by descriptive analysis, ANOVA, and Duncan post test by SPSS PC program. The results suggest that post-practical teaching had significantly low self- confidence and self-adjustment efficiency than pre-practical teaching, apprentice-practical teaching. And post-practical teaching had a significantly high degree of task difficulty compared to pre-practical teaching and apprentice-practical teaching. There were no significant differences between the self- confidence, self-adjustment efficiency and degree of task difficulty between the pre-practical teaching with apprentice-practical teaching.
It is possible that the results of this study could be used by professors of colleges, universities and the principals and teachers of kindergartens that student teachers of early childhood education.

국문 초록 (Abstract)

본 연구는 예비유아교사들의 실습유형에 따른 자아효능감에 차이가 있는가를 알아보기 위해 예비유아교사를 대상으로 하여 사전실습, 정규실습, 사후실습에 따른 자아효능감에 대한 설문조사를 하였다. 그 결과 사전실습과 정규실습 간의 차이는 없었고, 사전실습과 사후실습 그리고 정규실습과 사후실습 간에는 유의한 차이가 있었다. 이는 사전실습, 정규실습, 사후실습 과정에서 자아효능감의 하위영역인 자신감과 자기조절효능감은 사전실습과 정규실습에서 차이가 없다가 사후실습에 낮아졌다. 그리고 과제난이도선호는 사전실습과 정규실습에서 차이가 없다가 사후실습에서 높아졌다. 본 연구의 결과로 볼 때 사후실습이후 예비유아교사들이 자신감과 자기조절효능감이 오히려 낮아지는 결과에 대해 유아교사 양성대학이나 유아교육기관에 실습관련 교육 및 개선을 위한 기초적 자료로 제공될 수 있다.

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