유아교육과정의 패러다임 분석에 따른 교사교육과정의 탐구 = The Education for Teachers on Curricula Paradigm Analysis in the Early Childhood School

다국어 초록 (Multilingual Abstract)

Often curriculum studies in early childhood education fail to recognize the curricular perspectives. For the field of early childhood education to be vital and significant, diverse views on curricula must be nurtured. In this article, I present curricular perspectives on early childhood education. By reviewing early childhood education and curriculum literatures according to their core epistemological and ethical assumptions and views on the concept of a curriculum, I identify four schools of thought: 1) idealists, who advocate that the aim of early childhood education is the unfolding of the child`s rationality; 2) developmentalists, who assert that a school task is to create the environment which enables a child to encounter and solve ever more complex and demanding problems; 3) empiricists, who view n early childhood curriculum as a series of specific educational content or objective to be attained; and 4) reconceptualists, who regard the curriculum as a tool for emancipating children, parents, and teachers from unequal and often unjust social orders. The purpose of this study as to investigate the significance of he teachers` thought processes as a resource for constructing curriculum of teacher education. To achieve this purpose, first we reviewed critically the behavioral perspective as the traditional paradigm in terms of their logical assumptions and practical results in teaching and teacher education. And then we scrutinized the studies which were related teachers` thought process. The behavioral perspective strove to enhance the teacher effectiveness. Therefore, much of the research on teaching and teacher education during 1970s singularly focused on teacher` overt behavior that correlate with, or gave a direct casual impact on student learning outcomes. These studies which are also called `process-product` paradigm were rooted in behavioral psychological theories and aimed to identify the best predictors of the criteria for teacher effectiveness, that is, the best effective teachers teaching behaviors. And the results of the studies were utilized as the resource for curriculum-making of teacher education. However, the recent cognitive psychological researches which are opposed to behavioral perspective assert that teacher behavior is substantially influenced and determined by teachers` thought processes. The thinking, planning, and decision-making of teachers constitute a large part of the psychological context of teaching.