좋은 교사에 대한 예비유아교사들의 신념 변화 = Change in Pre-service Early Childhood Teachers' Beliefs about Good Teacher

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore the change in pre-service early childhood teachers’ beliefs about good teacher through the pre-service education. Participants were 64 college students of the department of early childhood education. Data was collected from the drawing and explaining of good teacher using longitudinal data obtained from participants at the beginning of the first year and the second semester of third year. Group interviews were followed. The collected data were analyzed qualitatively.
The results revealed that the stable beliefs about good teacher was perceived as another mother outside home while the changed beliefs was identified as follows: First, teacher from the united teacher to understands the child’s mind and his/her behaviour, second, the concrete beliefs from experience-based to role-related, third, teaching behaviour from a teacher-centered to an interactive teaching, fourth, role performance from simple performance to integrated one, fifth, teacher from who is approved by others to the one that satisfied with oneself. Based on the results of the study, it concluded that early childhood teacher’s beliefs in a good teacher can be changed by pre-service education.

국문 초록 (Abstract)

본 연구는 예비유아교사들이 가지고 있는 좋은 유아교사에 대한 신념이 직전교육과정을 통해 어떻게 달라지는지 탐색해 보는데 목적이 있다. 연구대상은 3년제 전문대학 유아교육과 학생 64명이다. 자료수집은 종단적 방법에 의해, 동일한 학생을 대상으로 1학년 초와 3학년 2학기에 좋은 유아교사 그리기와 설명, 추가적으로 집단인터뷰를 실시하였다. 수집된 자료는 질적 분석을 하였다. 연구결과, 안정적 신념은 가정 밖에서 만나는 또 다른 엄마로 나타났다. 변화된 신념은 첫째, 일심동체형 교사에서 유아의 마음과 행동을 헤아리는 교사 둘째, 개인적 경험에 기반한 신념에서 역할과 관련된 구체적 신념 셋째, 교사중심의 교수행동에서 상호작용적 교수활동의 강조, 넷째, 단순역할에서 복합적 역할수행 다섯째, 다른 사람에게 인정받고 싶은 교사에서 스스로에게 만족하고 성장하는 교사로 나타났다. 연구를 통해 예비유아교사들의 좋은 유아교사에 대한 신념은 직전교육과정을 통해 변한다는 것을 확인하였다.

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