유치원 교사의 과학교수효능감에 따른 과학 교수 실제 = The Science Teaching Practices by Kindergarten Teachers` Science Teaching Efficacy Beliefs

다국어 초록 (Multilingual Abstract)

This study identified the relationship between kindergarten teacher` science teaching efficacy belief and their science teaching practice. Three teachers with high science teaching efficacy belief/three teachers with low efticacy were sampled by the STEBI(Science Teaching Efficacy Belief Instrument). A qualitative component involved 6 in-dept interviews, 36 video tapes of non-participant observation, and teachers` lesson plans. Two major themes emerged from data. First, 3 teachers with high efficacy had strong willingness to implement science teaching in their class. However, science education preferences were not found in 3 teachers with low efticacy. Second, one teacher with high efficacy showed appropriate science teaching objective and method, but two teachers with high efficacy were not. In contrast, one of lowly efficacious teachers tried constructive science teaching practice. This study did not consent to previous thesis that science teaching efficacy beliefs positively related with teachers` science teaching practice.