예비보육교사의 직업기초능력, 교직 인·적성, 행동유형 간의 관계

임명희,박윤조,김성현,Lim, Myeung Hee,Park, Yoon Joe,Kim, Seong-Hyun 한국보육학회 2017 한국보육학회지 Vol.17 No.4

본 연구의 목적은 예비보육교사의 NCS 직업기초능력, 교직 인 적성 및 DISC 행동유형 간의 관계를 분석하는데 있다. 연구대상은 경기도에 소재한 D대학의 예비보육교사 110명을 대상으로 하였다. 'NCS 직업기초능력측정검사', '교직 인 적성 검사도구', 그리고 'DISC 행동유형 검사도구'를 사용하여 연구자료를 수집하였으며 수집된 자료는 Pearson 적률 상관계수를 통해 검증하였다. 연구결과, 첫째, 주도성의 성격요인은 수리능력과 유의미한 정적 상관이 있는 것으로 나타났으며 사교성의 성격요인은 자기개발능력과 유의미한 정적상관이 있는 것으로 나타났고, 안정성의 요인은 수리능력, 문제해결능력, 자기개발능력, 기술능력, 조직이해능력과 유의미한 부적상관이 있는 것으로 나타났다. 둘째, 직업기초능력과 교직 인 적성의 관계를 분석한 결과 대부분의 직업기초능력과 교직 인 적성의 요소들 간에 유의미한 상관이 나타났다. 셋째, 주도성의 특성은 문제해결력/탐구력, 판단력, 창의/응용력, 지도성, 지식/정보력, 계획성, 성실/책임감과 같은 영역에서 유의미한 정적상관이 나타난 반면에서 안정성은 문제해결력. 탐구력, 판단력, 창의응용력, 지도성, 성실/책임감과 유의미한 부적상관이 있는 것으로 나타났다. The purpose of this study was to analyze the relationship among NCS basic vocational competencies, Teaching Personality Aptitude and DISC behavior type of pre-preschool teachers. The subjects were 110 pre-preschool teachers attended in D university located in Kyonggido. 'NCS basic vocational competencies scale', 'Teaching Personality and Aptitude scale', and 'DISC behavior type scale' were used in the collection of data. It used Pearson's correlation Analysis to analyze the data. The results of this study are as follows; first, there was positive correlations between dominance trait and mathematical competency. And, there was positive correlations between interaction trait and self-development competency. And there were negative correlations between support traits and NCS basic vocational competencies. Second, it was revealed that positive correlations between almost sub scale's of NCS basic vocational competencies and teacher teaching personality aptitude. Third, there was positive correlations between dominance trait and sub scale of teaching personality aptitude(e.g.: problem solving/ inquiry skills, judgment, creativity/practical ability, leadership, knowledge/information ability, planning ability, sincerity/responsibility). And there were negative correlations between support traits and sub scale of teaching personality aptitude(e.g.: problem solving/ inquiry skills, judgment, creativity/practical ability, leadership, sincerity/responsibility).

예비교사의 창의적 신념, 도덕지능, 자아존중감의 구조적 관계 분석

임명희(Lim Myeung Hee),박은지(Park Eun Ji),표정민(Pyo Jung Min) 한국창의력교육학회 2016 창의력교육연구 Vol.16 No.1

본 연구의 목적은 예비유아교사의 창의적 신념, 도덕지능, 그리고 자아존중감에 대한 구조적 관계를 알아보는데 있다. 이를 확인하기 위해 연구자들은 경기도 지역의 대학교에 다니고 있는 271명의 영유아교육 관련학과 1~3학년을 대상으로 창의적 신념체계척도, 도덕지능검사, 자아존중감 척도를 실시하였다. 연구자들은 창의적 신념, 도덕지능, 그리고 자아존중감에 대한 구조방정식 모형을 설정한 후 모델의 부합도와 모수치를 추정하였고, 다음의 연구결과를 확인하였다. 첫 번째로 창의적 신념 중 창의성 성장인식은 도덕지능과 정적 상관을 보였으며, 창의성 고정인식은 도덕지능과 부적 상관이 있는 것으로 나타났다. 두 번째로 창의적 신념 중창의적 성장 인식이 자아존중감에 유의미한 정적 영향력을 미치는 것으로 나타났다. 마지막으 로 도덕지능도 자아존중감에 유의미한 정적인 영향력을 주는 것으로 나타났다. The purpose of this study was to investigate structural differences and effects of the creative mindset and moral intelligence as the variables which affect the self-esteem of pre-service early childhood teachers. Goodness of fit was tested between measurement model and structural model, and the parameter of regression coefficient was verified. The sample variance-covariance matrix was analyzed with AMOS 18.0, and a maximum likelihood minimization function. Goodness of fit was tested with the SRMR, RMSEA, CFI, and TLI. The result were as follows: First, growth-mindset had a positive correlation with moral intelligence whereas fixed mindset had a negative correlation with moral intelligence of pre-service early childhood teachers. Second, growth-mindset had a positive effect on self-esteem. Finally, moral intelligence had positive effect on self-esteem of pre-service early childhood teachers.

2019 개정 누리과정 실행과정에서 어린이집 교사의 경험 탐색

임명희(Myeung Hee Lim) 한국보육학회 2020 한국보육학회지 Vol.20 No.3

본 연구는 2019 개정 누리과정 실행과정에서 어린이집 교사가 경험한 어려움과 그 지원방안을 확인하는 질적 연구로, 유아ㆍ놀이중심 교육과정의 교육실천에 도움을 주고자 함에 그 목적이 있다. 연구기간은 2020년 3월~7월 초순까지였으며, S시에 소재한 국공립어린이집 유아교사 4명과 O시에 위치한 국공립어린이집 유아교사 4명을 대상으로 FGI와 반성적 저널쓰기를 통해 자료를 수집하였다. 본 연구에서 확인된 연구결과는 첫째, 유아·놀이중심 교육과정 실행과정에서 만 3~5세반 유아교사가 경험한 어려움은 물리적인 어려움, 일상생활지도의 어려움, 놀이지원자로서 상호작용의 어려움, 놀이의 교육적 가치 발견 및 발전의 어려움, 유아·놀이중심 교육과정에 대한 부모 이해 부족으로 인한 어려움 등이었으며, 둘째, 유아교사의 어려움을 해결하기 위한 지원방안으로는 최적의 교사 대 아동 수 조정, 충분한 놀이시간 확보 및 준비 지원, 놀이실천자로서 교사의 역량 강화 프로그램 제공, 협력자로서 부모인식 전환과 국가적 책임의식 고취 등을 제안하였다. 이에 국가와 관계부처에서는 유아·놀이중심 교육과정의 교육실천을 위해 교사 대 아동의 비율을 하향 조정할 필요가 있으며 교사의 역량강화를 위한 적극적인 재정적 지원과 전 국민대상 놀이중심교육과정 홍보 등의 체계적인 지원이 요구된다. Objective: This study is a qualitative study that confirms the difficulties experienced by teachers in the implementation process of the 2019 revised Nuri Curriculum and the support plan for solving these difficulties. The purpose of this study is to help educational practice of the early childㆍplay-oriented curriculum. Methods: The study period was from March to the beginning of July 2020, and data was collected through FGI and reflective journal writing for 4 teachers at national and public daycare centers located in S city and 4 teachers at national and public daycare centers located in O city. Results: First, the difficulties experienced by teachers aged 3-5 years old in the execution of the early childㆍplay-oriented curriculum are the physical difficulties in the execution, difficulties in daily life guidance, difficulties of interaction as a play supporter, difficulties in discovering and developing the educational value of play, and difficulties due to lack of parental understanding of the early childㆍplay-oriented curriculum. Second, as a support plan for solving the difficulties experienced by teachers aged 3-5 years old in the implementation process of the early childㆍplay-oriented curriculum, it proposed to provide the optimal number of teachers vs. children, securing and preparing for sufficient play time, presenting a teacher"s capacity building program as a play practitioner, and transforming parental awareness as a partner and raising awareness of national responsibility. Conclusion/Implications: The government and related ministries need to adjust the ratio of teachers to children in order to practice education in the early childㆍplay-oriented curriculum, and active financial support is required to strengthen teacher capacity. In addition, systematic support is required to promote the play-oriented curriculum for all the people.

유아 · 놀이중심 교육과정의 놀이지원자로서 어린이집 교사의 인식 변화

임명희(Myeung Hee Lim) 한국보육학회 2021 한국보육학회지 Vol.21 No.2

본 연구는 2020년부터 시행되고 있는 놀이중심 교육과정의 실행과정에서 어린이집 교사가 경험한 놀이지원자로서의 인식 변화를 확인하는 질적 연구로, 보육현장에서의 유아주도적인 놀이중심 교육과정의 교육 실제에 도움을 주고자 함에 그 목적이 있다. 이를 위해 본 연구에서는 수도권에 소재한 국공립어린이집 교사 9명을 대상으로 FGI와 반성적 저널쓰기를 통해 자료를 수집하였고. 연구기간은 2020년 3월~10월까지 이루어졌으며 연구결과는 다음과 같다. 첫째, 어린이집 교사가 인식한 놀이중심 교육과정 실행과정에서의 어려움의 원인으로는 놀이중심 교육과정에 대한 교사의 이해 및 준비 부족 상태에서 놀이가 실행된 점, 현행의 교사 대 유아 비율의 조건에서 놀이지원자로서의 역할을 수행한 점, 명확한 교사 자율성의 범위와 한계설정의 기준이 부재한 점, 놀이중심 교육과정에 대한 부모의 욕구가 부족하고 부모교육이 부재한 점 등을 지적하였고, 둘째, 놀이중심 교육과정의 놀이지원자로서 어린이집 교사가 인식한 자신의 변화에는 놀이중심 교육과정의 교육적 효과를 신뢰하게 된 점, 유아놀이이해를 위해 집중하고 있는 점, 유아중심의 놀이지원자로서 노력하고 있는 점, 개정 놀이중심 교육과정과 유아중심의 놀이지원방법을 배우고 익혀가는 점, 부모에게 놀이중심 교육과정의 교육적 가치를 알리고자 노력하고 있는 점 등을 보고하였다. 이에 유아·놀이중심 교육과정의 실행과정에서 놀이지원자, 더 나아가 놀이 전문가로서 어린이집 교사가 역량을 개발하고 발휘할 수 있도록 정부 및 자방자치단체의 지원 정책이 마련 될 필요가 있겠다. Objective: This study was a qualitative study to confirm the change in recognition as a play supporter experienced by daycare center teachers in the execution process of the play-centered curriculum, which has been implemented since 2020. Therefore the purpose of this study was to help the educational practice of the play-centered curriculum in childcare settings. Methods: For this purpose, data were collected through Focus Group Interview method, reflective journals for nine teachers at national and public daycare centers located in the metropolitan area. The study period was conducted from March to October 2020. Results: The research results were as follows. First, the causes of difficulties in the implementation of the play-centered curriculum recognized by the daycare center teachers include the fact that the play was performed in a state where the teacher"s understanding and preparation for the play-centered curriculum was insufficient, and that the daycare center teachers played a role as a play supporter under the current teacher-to-infant ratio. In addition, the daycare center teachers pointed out the lack of a clear range of teacher autonomy and the lack of standards for setting limits, and the lack of parental needs for the play-centered curriculum and the lack of parental education. Second, as a play supporter of the play-centered curriculum, the daycare center teachers have come to trust the educational effect of the play-centered curriculum, to focus on understanding children"s play, and to strive as a early child-centered play supporter in their recognition of their own change. In addition, daycare center teachers reported that they were learning and mastering the revised play-centered curriculum and early child-centered play support methods, and that they were making efforts to inform parents of the educational value of the play-centered curriculum. Conclusion/Implications: In the process of implementing the play-centered curriculum, it is necessary to prepare support policies from the government and local governments so that daycare center teachers can develop and demonstrate their capabilities as play supporters and play experts.

전공적응학습 역량강화를 위한 기초학습능력 평가척도 개발 및 타당화

양승희(Seung Hee Yang),임명희(Myeung Hee Lim) 한국보육학회 2020 한국보육학회지 Vol.20 No.4

본 연구의 목적은 자아개념, 학습동기, 학습기술, 자기조절 학습전략의 국내외에서 널리 활용되고 있는 개념과 구성요소에 대한 이론적 고찰을 통하여, 대학생의 전공적응학습 역량강화를 위하여 기초학습능력을 자아개념, 학습동기, 학습기술, 자기조절 학습전략의 4요인을 측정하는 자가 평정식 기초학습능력 평가척도를 개발하는 것이다. 기초학습능력 평가척도는 4영역과 영역의 하위 8개 수준에 기초하여 연구자들이 개발한 200문항들로 구성하였다. 내용타당도를 위하여 교육학 전문가와 심리학 전문가들과 각 문항의 이론적 타당성을 검토하였다. 또한 본 연구의 표본대상학생이 아닌 다른 전문대학교 1학년, 2학년, 3학년 각각 20명 총 60명의 학생에게 설문지를 의뢰하여 예비적으로 평가해 보도록 한 후, 교육학 전문가 · 심리학 전문가 · 현장 전문가 및 본 연구자들과 협의하여 난해한 문항, 예상하지 못하였던 문제점이 발생하는 문항, 애매모호한 문항 등을 빼거나 수정하였다. 또한 문항의 변별도를 산출하여 문항변별도가 낮은 문항은 제외하였다. 평가문항의 수정 · 보완작업을 거쳐 일차적으로 선정된 121문항에 대한 평가 문항의 양호도, 신뢰도, 타당도 검증을 통하여 83문항으로 개발되었다. 이 평가척도는 기초학습능력의 각 영역별로 자아개념 16문항, 학습동기 22문항, 학습기술 22문항, 자기조절 학습전략 23문항으로 구분하여 구성하였다. 기초학습능력 평가척도의 표준화를 위해서는 서울특별시, 광역시와 중소도시에 있는 5개 대학교에서 표집 된 1, 2학년 6,000명의 학생을 대상으로(실제 분석 3,948명의 자료 사용) 평가문항의 양호도, 신뢰도, 타당도를 검증하였다. 본 평가척도는 표준화를 위하여 전국 규준이 원점수와 표준점수로 제시되었다. Objective: The purpose of this study is to develop a basic learning ability contents scale for adaptation to majors strengthening learning capabilities through a theoretical review of concepts and componests widely used at home and abroad, such as self-concept, academic motivation, study skills, and self-regulation learning strategies. Methods: In order to develop the constituent factors of basic learning ability and a valid and satisfactory assessment scale, this study promoted through 9 steps from analysis of basic learning ability elements suggested in previous studies to standardization of assessment scales. A structural model of 20 items at 8 levels was established and 200 questions were extracted. A group of pedagogical experts and psychology experts were formed to calculate content validity and question discrimination for 200 questions, and 121 questions were selected, and finally through an item analysis process based on the data of 699 students from S University in Seoul. 83 items were confirmed. Results: The basic learning ability contents scale was divided into 16 questions on self-concept, 22 academic motivation, 22 study skills, and 23 self-regulatin learning strategies. For standardization of the basic learning ability contents scale, Seoul Metropolitan City, metropolitan cities and small and medium-sized cities A total of 6,000 first- and second-year students were selected from five universities in the University of Korea (actual analysis using data from 3,948 people), and the standard score and percentile score for the original score were calculated to establish a standard. Conclusion/Implications: This scale which consists of 83 items has not only high reliability but also is qualified in terms of content validity, construct validity, and concurrent validity. The scale was standardized by providing nation-wide norms with raw scores, percentiles, and standardized scores.

탐구학습모형이 유아의 과학적 사고 능력에 미치는 영향

이영석(Yeung Suk Lee),임명희(Myeung Hee Lim),박호철(Ho Cheol Park) 한국아동학회 2001 아동학회지 Vol.22 No.2

This study examined the effects of the inquiry model on children`s scientific thinking ability and processing skills. The experimental classroom of a kindergarten in Seoul was assigned the inquiry model while the control classroom was assigned general scientific education (N=48). Seventeen treatment sessions were applied to the experimental group. Tests to investigate the hypotheses included the Sink and Float Test and a new instrument developed by the researchers. Findings showed that preschoolers receiving the inquiry model of instruction gained higher scores in scientific thinking ability and processing skills than the preschoolers in the classroom using the general scientific education model. In sum, this study proved the superior effect of the inquiry model in developing children`s scientific skills and ability.

유아를 위한 멀티미디어 교육방법의 연구

林明姬 동남보건대학 인문사회과학연구소 2001 東南保健大學論文集 人文社會硏究 Vol.2 No.-

The purpose of this study was to provide a multimedia methodologies for the preschoolers. This article was focused on the relation to multimedia and early childhood education, a efficient use of multimedia for the early childhood education, the multimedia methodologies for the early childhood education. As a result of literature review, there is something yet to learn about the multimedia methodologies for the preschoolers. In view of results so far achieved, but, researcher was to recommend drill and practice application, tutorial application, simulations, problem solvings, educational game, web-based learning, computer conferencing, hypermedia for the multimedia methodologies. At any rate, this topic will be gone deep into the study in the future.

유아용 소규모 영재판별검사 개발을 위한 예비 연구

林明姬 동남보건대학 2002 論文集-東南保健大學 Vol.20 No.1

The purpose of this paper was a preliminary study to develop the gifted children screening test for young children. And the study question was to extract the dimension of gifted children screening test to assess for the gifted and talented. For verifying of the study question, twelve three-year-old. fifty eight four-year-old. sixty six five-year-old. and thirty one six-year-old children were selected from kindergarten located in the city of Guri. A total of 167 subjects completed Kaufman Assessment Battery for Children (K-ABC), Cattell-Wei-Osterland Test(CFT) or Snijders-Oomen Nicht-verbaler Intelligenztest (SON-R), and Bar-On Emotional Quotient Inventory(EQI). 30 sub-dimensions were selected from theses three tests, and analyzed by factor analysis. Analysis showed that it contained five dimensions. Factor 1(6 sub-dimensions) was the logio-causal convergent thinking. Factor 2(13 sub-dimensions)was the spatio-whole intuitive thinking. Factor 3 (5 sub- dimensions) was the sequential processing-mathematical learning. Factor 4 (3 sub-dimensions) was the reality-adaptive problem solving ability. Factor 5 (2 sub-dimensions) was the deductive thinking.

유치원 교사의 교사효능감 확인 연구

한석실,임명희 미래유아교육학회 2003 미래유아교육학회지 Vol.10 No.1

본 연구의 목적은 유아교육의 질향상을 위해 유치원 교사의 교사효능감 수준을 확인하고, 교사효능감에서 차이를 보이는 교사변인과 교사효능감에 영향을 미치는 교사변인을 확인하는데 있다. 서울시내 유치원의 만 3, 4, 5세 담임교사 287명을 대상으로 한 연구 결과, 일반적교수효능감은 60점 만점 중 평균 42.36점, 개인교수효능감은 65점 만점 중 평균 44.86점으로 중상이상의 효능감을 가지고 있는 것으로 나타났다. 또한 일반적교수효능감은 교사연령, 직위, 연수회수, 경력, 참여정도에 따라 집단간 유의한 차이를 보였고, 개인적교수효능감은 교사연령, 최종학력, 직위, 보수, 연수회수, 이직회수, 경력, 참여정도에 따라 집단간 유의한 차이가 있는 것으로 나타났다. 교사효능감에 영향을 주는 변인에 대한 회귀분석결과 일반적교수효능감은 원 의사결정에의 참여정도와 직위에 의해, 그리고 개인교수효능감은 교사연령과 연수회수에 의해 설명되는 것으로 나타났다. The purpose of this study is to investigate the level of kindergarten teacher’s efficacy, to find out teacher’s variables that make difference teacher efficacy and to explore variables influencing on teacher efficacy. In this study, 287 preschool teachers of 3- to 5- year old children from 109 kindergartens located in Seoul were randomly selected. They completed TEBI(teaching efficacy belief instrument: scale for teacher efficacy consisting of general teaching efficacy and personal teaching efficacy). The result of this study can be summarized as follows : First, the mean of GTE(general teaching efficacy) is 42.36 and PTE(personal teaching efficacy) is 44.86. Teacher’s level of GTE and PTE are similar, and teachers have a middle and upper level of GTE, PTE. Second, with respect to teacher’s characteristic variables, teacher’s age, status in working place, amount of in-service program, and years of experience and participation in decision making of kindergarten are found as imperative in teacher’s general teaching efficacy. In the meantime, teacher’s age, level of education, status in working place, teacher’s salary, amount of in-service program, changing number of kindergarten, years of experience, participation in decision making of kindergarten are found as imperative in teacher’s personal teaching efficacy. Third, the teacher’s characteristic variables are working as important variables in explaining their efficacy. It is participation in decision making of kindergarten and status in working place that are found statistically significant in explaining general teaching efficacy. And it is teacher’s age and amount of in-service program that are found statistically significant in explaining personal teaching efficacy.

어린이 멀티미디어 교실 운영의 교육적 효과성 확인 연구

김영희,임명희,박애경 동남보건대학 2003 論文集-東南保健大學 Vol.21 No.2

Young children are the main target of the technological ages at the 21th century. Now, their growth, development, and education have affected large settings of internet world including multimedia factors. The purpose of this study was to provide an educational effects on the multimedia technology practice for young children. By this article, the following issues were explored. First, it was presented whether crriculum level on the multimedia technology practice for young children would be appropriate in accordance with age in teachers' opinions. Secondly, it was presented whether a level of satisfaction on the multimedia technology practice for young children would be to what extent in teachers' opinions. Finally, it was presented whether a self-evaluation feeling of satisfaction on the multimedia technology practice for young children would be to what extent in preschooler's opinions. Based upon mentions in the above, the following recommendations were addressed. First, an education hours on the multimedia technology practice for young children is appropriately about 40-50 minutes. Secondly, the multimedia technology practice for young children must be considered individual differences. Finally, the assistant teachers' role and guidance on the multimedia technology practice for young children are very important. At any rate, this topic will be gone deep into studies in the future.