유치원의 교내 및 동료장학 실태 분석과 활성화 방안

다국어 초록 (Multilingual Abstract)

This paper intends to examine and analyze the actual status of encouragement of learning that is performed in school and among teachers, and further it purports to find out how to activate encouragement of learning in school and among teachers. Kindergartens in the west of Gyeongnam were selected for this study and this research made the following questions:
What do the teachers of the kindergartens think about the actual status of encouragement of learning that is promoted within the kindergartens in the west of Gyeongnam, about the extent of their favorable response to in-school encouragement of learning, and about its effect? What do the teachers think about the actual status of encouragement of learning that is promoted among themselves, about the extent of their favorable response to encouragement of learning among teachers, and about its effect? How can encouragement of learning in school and among teachers be activated? For this study, 218 teachers working at 41 public and private kindergartens in Gyeongsangnamdo participated in the questionnaire. The research results were as follows:
As a way of in-school encouragement of learning, an open class was used most. Once a semester, guidance of encouragement of learning was given by the president or the vice president of a kindergarten. The teachers thought that in-school encouragement of learning was slightly effective, which means that autonomous in-school encouragement of learning is not sufficient in the kindergartens.
Secondly, encouragement of learning among teachers was focused on observation of a class. Many teachers evaluated it very helpful and especially the teachers working at small kindergarten thought it quite much necessary. However, the respondents said that class observation-centered encouragement of learning would be difficult because they couldn't spare their time for class observation and there was no replacement for it.
As a way of activating in-school encouragement of learning to increase professionalism, financial support, research presentation, open classes by region, and prizing were proposed. Based on the research results, the ways to activate encouragement of learning in school and among teachers can be summarized as follows:
For extension of professionalism, a small sized elementary school attached-kindergarten is encouraged to be a mate with its neighboring kindergarten so one president can operate two kindergartens at the same time.
It is necessary to assign a vice president to the kindergartens having more than 3 classes.
It is necessary to integrate small sized kindergartens into an independent kindergarten.
It is necessary to utilize paid volunteers and honorary teachers, to assign a regular teacher to an all-day class, and to assign a roving teacher in a district office of education.
It is necessary to extend administrative and financial support in order for kindergartens to activate encouragement of learning among teachers.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 및 문제 2
• 3. 용어의 정의 3
• Ⅱ. 이론적 배경 4
• 1. 유치원 교육의 이해 4
• 2. 교내장학의 특성 6
• 3. 동료장학의 특성 10
• 4. 선행연구 분석 17
• Ⅲ. 연구 방법 21
• 1. 조사 대상 21
• 2. 조사 도구 21
• 3. 자료처리 22
• 4. 연구의 제한점 22
• Ⅳ. 연구결과 23
• 1. 유치원의 교내장학의 실태 23
• 2. 교내장학에 대한 동료교사들의 호응도 28
• 3. 교사의 수업개선에 대한 교내장학 활동의 효과 32
• 4. 유치원에서의 동료장학의 실태 35
• 5. 유치원 교사의 전문성 향상을 위한 교내장학의 활성화 방안 43
• Ⅴ. 요약 및 결론 47
• 1. 요약 47
• 2. 결론 49
• 참고문헌 51
• 부 록 53