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RISS 인기검색어
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- 저자 : 이애님(Lee, Ae-nim) (검색결과 2 건)
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교사의 교육신념에 따른 유치원과 어린이집 유아의 자아개념 차이 연구
이애님(Lee, Ae-nim) 조선대학교 교과교육연구소 2004 敎科敎育硏究 Vol.25 No.2
The goal of this study is to find relationship between kindergarten teachers and nursery school teachers educational belief and reality and their students self concept. Conclusions are as follows: First, after reviewing and comparing a kindergarten and a nursery school in relation with educational belief and educational reality, kindergarten teachers seemed to have more belief congruent for development of children than nursery school teachers in light of educational belief. However, from the viewpoint of educational reality, kindergarten teachers and nursery school teachers seemed to have equal distribution in reality congruent or incongruent for development of children. Second, regarding the self concept of children in kindergartens and nursery schools kindergarten children gained significantly higher scoren all aspects of self concept and subordinate sectors such as cognitive self, emotional self, social self, physical self than nursery school children. Third, kindergarten seemed to have higher scores in light of self concept and subordinate sectors and nursery school children when the teacher s educational belief is necessary to development of children compared with belief incongruent for development of children. If the teacher s educational belief is a congruent belief for development of children, kindergarten children have gained higher score, compared to nursery school children, in self concept and cognitive self and physical self. Even if it is not a congruent belief for development of children, kindergarten children have attained higher score, compared to nursery school children, in light of self concept and subordinate sectors. In addition, when the teacher s application of educational reality is congruent reality for development of children, kindergarten and nursery school children gained higher score in all fields of self concept and subordinate sectors when the teacher s application of educational reality is not a congruent reality for development of children. Whether it is a congruent reality for development or not, kindergarten children got higher scores in all fields of self concept and subordinate sectors than nursery school children. In conclusion, the educational belief and reality of teachers congruent for development of children affected self concept development of children in a positive manner, and accordingly it is reasonable that kindergarten children educated by the teachers with more educational belief and reality have higher self concept development than nursery school children.
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이애님,박주성 조선대학교 사범대학 부설 교과교육연구소 2002 敎科敎育硏究 Vol.23 No.1
This study was aimed to see the effects of the relationship between the educational belief of kindergarten teachers and the self-concept of infants. The study was assumed to be able to estimate the effects of influence of the belief, actions, and types of kindergarten teachers to forming character, feeling, and human nature of infants. Characters formed at the time of kindergarten education will influence continuously to their lives to the future in the process of growth and development. To achieve the research goals the following research questions were established. First, is there any difference in the educational belief among teachers? Second, is there any difference in the self-concepts among infants? Third, is there any difference in the degree of self-concept of infants according to that of educational belief of the teachers? To examine the research questions questionnaires were distributed to 125 kindergarten teachers and 1,875 infants (15 infants to each teacher) in Kwangju area, Out of the collected data, questionnaires of 106 teachers and 1590 infants were selected and analyzed for this study. The results from the analysis are as follows : First, Although kindergarten teachers generally have suitable educational belief, they do not practice their educational belief for their teaching properly. Second, the self-concept level of infants was found as a medium level, and the perceptions of self-concept influences mostly to the self-concept of infants in the lower level. Third, the level of self-concept of infants taught by the teachers with suitable educational belief showed higher than that of self-concept of infants taught by the teacher with unsuitable educational belief. Difference were found at the level of p<0.05. For each lower level, it showed p<0.05 in perceiving self, and p<0.01 in social self and physical self. Fourth, the self-concept level of infants taught by teachers with suitable educational practice showed higher than that of unsuitable educational practice according to the level of teachers educational practice. There was a meaningful at the level of p<0.05. For each lower level, it showed p<0.01 in the perceiving self, and p<0.05 in feeling self, social self, and physical self. Fifth, the self-concept level of infants who taught by the teachers with practical applications and suitable educational belief showed higher than that of unsuitable teachers. Difference were found at the level of p<0.05. For each lower level, it showed p<0.05 in social self and physical self. From the results, we can conclude that the educational belief of teachers influence to the level of concept of infants. In addition, it was found that the educational belief played the most important role among various factors of teachers.
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