예비유아교사의 초임교사 핵심역량에 대한 인식 및 핵심역량의 타당성 = Awareness of Pre-Service Teachers about Core Competencies and Validity in Core Competencies

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the perceptions of pre-service early childhood teachers about the importance and level of core competencies for novice early childhood teachers, and to do factor analysis of the perceptions. Thus, this research is to provide the direction of pre-service early childhood teachers’ education based on core competencies and to validate the core competencies. A total of 392 pre-service early childhood teachers answered the survey regarding the importance and their level of core competencies. The data were performed with a paired t-test and confirmatory factor analysis. The results of this study are as follows. First, pre-service early childhood teachers recognized that overall core competencies were very important (M=4.52). They thought that ‘kindergarten management’ core competency was most important, and the priority of importance about other core competencies was ‘understanding children’, ‘relationship and communication skills’, ‘curriculum operation’, ‘understanding and implementation of assessment’, ‘personality and professional development’, and ‘developing technology skills’. Pre-service early childhood teachers recognized that their core competencies were high (M=3.52). They thought that their level of ‘developing technology skills’ core competency was the highest, and the priority of their level of other core competencies was ‘personality and professional development’, ‘relationship and communication skill’, ‘kindergarten management’, ‘curriculum operation’, ’understanding and implementation of assessment’, and ‘understanding children’. The difference between the perceptions about importance and level of core competencies of pre-service early childhood teachers was statistically significant. Pre-service early childhood teachers thought that core competencies were very important, but their core competencies were deficient. Second, a model of confirmatory factor analysis met the criteria of RMSEA, CFI, and TLI, except x2 value. In convergent validity, standardized coefficients, CR values, concepts reliability, and average variance extracted were valid. In comparison of Φ2 with average AVE for discriminant validity, 4 out of 21 were not valid, but all areas were valid because (Φ ± 2 × SE) was not 1.

국문 초록 (Abstract)

본 연구의 목적은 핵심역량에 근거한 예비유아교사의 교육방향을 제공하기 위하여 졸업 직전 예비유아교사에게 초임교사 핵심역량에 대한 인식을 조사하고, 요인분석을 실시하여 핵심역량의 구인타당성을 제공하는 것이다. 이를 위해서 8개 3・4년제 대학 유아교육과의 졸업 직전 학기 학생 392명을 대상으로 핵심역량의 중요도와 자신의 수준에 대한 설문조사를 실시하였다. 수집된 자료는 핵심역량의 중요도와 수준에 대한 대응표본 t검증과 확인적 요인분석을 실시하였다. 연구 결과, 첫째, 예비유아교사가 인식한 핵심역량의 중요도 평균(M=4.52)은 매우 높았다. 영역별 중요도는 ‘유치원 운영’ 영역이 가장 높았고, ‘학습자의 이해’와 ‘대인관계 및 의사소통 실천’, ‘교육과정 운영’, ‘평가의 이해 및 실행’, ‘교직인성 및 전문성 발달’, ‘정보화 소양개발’ 순이었다. 자신의 핵심역량 수준의 평균(M=3,52)은 높은 편이었다. 영역 중에서 ‘정보화 소양 개발’ 영역의 수준이 가장 높았고, ‘교직 인성 및 전문성 발달’, ‘대인관계 및 의사소통 실천’, ‘유치원 운영’, ‘교육과정 운영’, ‘평가의 이해 및 실행’, ‘학습자의 이해’ 순이었다. 핵심역량의 중요도와 자신의 수준 차이는 통계적으로 모두 유의미하였다. 즉, 예비유아교사는 모든 핵심역량을 중요하게 생각하였으나 자신의 핵심역량 수준은 부족한 것으로 생각하였다. 둘째, 예비유아교사 자신의 핵심역량 수준에 대한 인식의 확인적 요인분석에서 모델 적합도는 x2값을 제외한 RMSEA, CFI, TLI 등에서 수용기준을 충족하였다. 수렴타당도를 검증하기 위한 표준화 추정계수, C.R값, 개념신뢰도, 평균분산추출(A.V.E)이 모두 타당하였다. 판별타당도의 경우, 영역 간의 Φ2와 평균분산추출 값을 비교한 결과에서는 21개 중 4개는 타당하지 못했으나 (Φ±2×S.E.)가 1을 포함하지 않는지에 대한 분석에서는 모두 타당하였다. 즉, 핵심역량의 영역 및 내용 구성은 예비유아교사에게 타당하였다.

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