유아특수교사의 자질에 관한 자기평가도구 개발 기초연구

다국어 초록 (Multilingual Abstract)

The purpose of this study was to develop the basic plan of the self-evaluation scale for early childhood special education teacher's quality, and apply this method to see the status of current self-evaluation of early childhood special education teachers.
The details of the need and purpose of study were as follows:
First, develop the basic plan for the scale of early childhood special education teacher's quality.
Second, apply this method to early childhood special education teachers, and analyse the result of self-evaluation of early childhood special education teachers by their background.
The result of this study was summarized as follows:
1. Development of the basic plan for the scale of early childhood special education teacher's quality
The basic plan for the scale was developed by studying past studies, conferring with education professionals, and pre-observation. The scale contained 60 items in 6 sub-areas of 2 major areas.
The result of the analysis for the method adequacy shows that content validity by professionals rated 3.93～4.79 on 5 point rating scale and construct validity was .65～.85. Internal consistency reliability was .83, and split-half reliability was .98. The result of the analysis for item discriminator shows significant difference between high-level group and low-level group. It means that this method is considered as a proper assessment tool for early childhood special education teacher's quality.
2. Applying the basic plan for the scale of early childhood special education teacher's quality
The self-evaluation tendency of the early childhood special education teachers' quality was generally high. Upper 6 year-career teachers had higher self-evaluation about teaching skill. On the concrary, below 3 year-career teachers had lower self-evaluation about instruction skills. About the items of 'culture and mental faculties', teachers who work in special school had higher self-evaluation than those who work in special class, also teachers who graduated from graduate school had higher self-evaluation than those who graduated from university. The self-evaluation tendency by teachers' certificate of qualification had not significant difference.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 목적 및 필요성 = 1
• 2. 연구내용 = 5
• 3. 용어의 정의 = 5
• II. 이론적 배경 = 7
• 1. 유아특수교사의 자질 = 7
• 2. 유아특수교사평가 = 12
• 3. 유아특수교사 자기평가 = 17
• III. 유아특수교사의 자질에 관한 자기평가도구 시안의 개발 = 21
• 1. 유아특수교사의 자질에 관한 자기평가도구 시안의 개발 과정 = 21
• 2. 유아특수교사의 자질에 관한 자기평가도구 시안 개발 = 25
• 3. 최종시안의 적절성 검토 = 38
• IV. 유아특수교사의 자질에 관한 자기평가도구 최종 시안의 적용 = 54
• 1. 연구대상 = 54
• 2. 연구도구 = 56
• 3. 자료분석 = 57
• 4. 유아특수교사의 자기평가 결과 = 57
• 5. 유아특수교사의 배경변인에 따른 자기평가 결과 분석 = 61
• V. 논의 및 제언 = 66
• 1. 논의 = 66
• 2. 제언 = 71
• 참고 문헌 = 73
• 부록 = 81
• Abstract = 96