교사경력 및 기관유형에 따른 유아교사의 교육신념 연구 = A Study of the Educational Beliefs of Early Childhood Teachers According to Career and Type of Institute

국문 초록 (Abstract)

본 연구는 유아교사의 경력 및 기관유형에 따라 교육신념이 어떻게 나타나는지를 밝히고자 광주와 전남지역의 교사 268명을 대상으로 연구하였다. 연구결과는 첫째, 전체교사의 교육신념은 성숙주의가 가장 높고 다음으로 인지발달, 행동주의의 순서로 나타났으며 교사의 경력에 따른 교육신념의 차이를 하위영역별로 검증한 결과 학습관에서는 인지발달 신념이, 교수방법 영역에서는 행동주의 신념에서 의의 있는 차이가 있었다. 둘째, 기관유형에 따른 교육신념은 학습관과 교수방법 영역에서 유의한 차가 있는 것으로 나타났다. 셋째, 전체교사의 교육신념간의 상관은 성숙주의와 인지발달 신념 간에 상관관계가 높았고, 세 가지 교육신념의 각 하위영역은 전체적으로 밀접한 상관관계가 있는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

This study investigates the differences and tendencies in the educational beliefs of early childhood teachers. Subjects were 268 early childhood teachers in Gwangju City and Jeonnam Province. The questionnaire used as assessment was a modified version of Teachers' Belief Inventory by Peters, Neisworth & Yawkey(1985) and Oh(1990). Collected data were analyzed by using the SAS Computer Program. The major results of this study are as follows. 1) Teachers gave the highest priority to maturational belief followed by cognitive belief and behavioristic belief. There were significant differences regarding cognitive beliefs in the area of learning views, and regarding behavioristic beliefs in the area of teaching methods according to the length of teaching careers(less than 1 year, 1-3 years, 3-5 years, 5-10 years, more than 10 years). 2) There were significant differences in behavioristic beliefs and cognitive beliefs in the area of learning views and maturational beliefs and behavioristic beliefs in the area of teaching methods according to the type of institute(public/private kindergarten, corporate/private child care center). 3) There were positive significant differences in each subject's educational beliefs with respect to the sub areas of educational objectives, learning views, teaching methods and evaluation. Educational implications and suggestions for future research are discussed.

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