유아교사의 과학교수에 대한 자기효능감 = Early Childhood Teachers' Self-Efficacy in Teaching Science

국문 초록 (Abstract)

본 연구는 유아교사의 과학교수에 대한 자기효능감의 신념(science teaching efficacy belief) 정도와 이를 유의미하게 예측하는 변인을 알아보고자 한 것이다. 연구결과, 연구대상 유아교사 들은 과학교수에 대한 자기효능감의 신념이 긍정적이지 못한 것으로 나타났다. 이러한 자기효능감의 신념을 유의미하게 예측할 수 있는 변인은 교사양성과정에서의 과학교육방법수업을 통한 교육과 과학에 대한 개인적 흥미정도인 것으로 나타났다. 자기효능감의 신념을 구성하는 두개 하위요인 가운데, 과학교수의 결과에 대한 기대 신념을 예측해 주는 변인은 교사경력, 과학 교육 방법론의 수강, 과학에 대한 흥미 등이었다. 그리고 또 다른 하위요인인 개인적 과학교수 능력에 대한 신념요인을 예측해 주는 변인은 과학교육 방법론의 수강, 과학지식에 대한 교육배경, 과학에 대한 흥미 등으로 나타났다.

다국어 초록 (Multilingual Abstract)

Researchers have indicated that many early childhood teachers possess an anxiety in regards to teaching science. This phenomenon has been conceptualized as teachers' self-efficacy belief in teaching science based on social learning theory. A teacher's self-efficacy belief is an underpinning factor in determining their attitudes toward teaching science. Consequently, the self-efficacy belief in teaching science should be considered a critical component of quality science education in the early childhood classroom. The purpose of this study was to investigate the tendencies and significant predictors of self-efficacy in early childhood teachers teaching science. The results showed that the early childhood educators who participated in this study do not possess positive efficacy in teaching science. Significant predictors of the self-efficacy in teaching science were : previous participation in a science methods course and a teacher's personal interest in science. The significant predictors of outcome expectancy subscale were : number of years teaching, previous participation in a science methods course, and personal interest in science. Lastly, significant predictors of personal science teaching efficacy subscale were : previous participation in a science methods course, educational background in the science curricula, and the teacher's personal interest in science. In conclusion, early childhood educators in this study possessed some anxieties toward teaching science and that a high quality teacher education course would be most effective in improving teachers' self-efficacy in teaching science. It is important to conduct more empirical studies on teacher education for early childhood science education and to develop effective teacher training programs.