유치원 초임교사 멘토링 프로그램 개발 연구 = A Study on Development of Mentoring Program for A Newly Appointed Kindergarten Teacher

다국어 초록 (Multilingual Abstract)

This study tried to perform the mentoring emphasizing the human relations of teachers(teachers-infants, teachers-parents, teachers-colleague teachers). Therefore the purpose of this study was to identify the efficient requirements to improve the classes of beginner teachers and to apply the mentoring method to kindergartens by analyzing the mentoring process of experienced teachers on the beginner teachers, maintaining friendly relationships with beginner teachers as a mentor, giving them confidence on the field, and allowing them to grow and develop themselves to be professionals. This study focused on the mentoring process of mine on the beginner teachers of kindergartens. To perform mentoring, I chose themes that beginner teachers and experienced teachers wanted together and perform mentoring from time to time. The places where the mentoring of these teachers was performed were staff room, classrooms of the experienced teachers or beginner teachers or restaurants.
The following tasks were set as research tasks for this study for the purpose of the study.
1. How the mentoring is processed during the relationship building between beginner teachers and infants in the educational course?
It is to identify the process stages of unit mentoring activities according to various areas and contents that kindergarten teachers would need. It includes the contents to promote reflective thinking of the beginner teachers of kindergartens and to support them professionally and emotionally.
2. How the mentoring is processed during the relationship building between beginner teachers and parents in the educational course?
As mentoring focuses on human relations, the quality of the mentoring can be varied according to the relations between two. Therefore, we could know how the aptitude to their counterpart is changed in the relations between the mentor and the beginner teachers.
3. How the mentoring is processed during the relationship building between beginner teachers and colleagues in the educational course?
Although changes through mentoring are made in various aspects, it will not be same in all the aspects. I showed the changes in them through the observation of the mentor and the talk of the beginner teachers.
Through the results of this study, the following conclusions were made regarding the mentoring the beginner teachers in kindergartens.

First, through the activities encouraging to learn and the observation of infants,
I built relationship through meetings with the beginner teachers as a study encouragement activity. They opened mind with positive attitude, had desire to learn and tried to do it with their best.
By talking about the experiences in observing infants, I could know that they praised with love and was very considerate when they observed infants.

Second, through the relationship between beginner teachers of kindergarten and their teachers,
Beginner teachers and experienced teachers in the kindergarten tried to solve the conflicts from the relations with their parents in various ways. They could perform interviews with parents in more natural items by providing parent consultation technique through role play.
Parent education related to home provided much help the parents to have interest in their children's education and the discipline.

Third, through the relationship between beginner teachers of kindergarten and their colleagues,
Mentoring educational activities through class encouragement activities helped them to compose a teacher community to make efforts to enhance the teaching-learning activities. I could see the beginner teachers preparing for the classes energetically and learning hard.

목차 (Table of Contents)

• 목 차
• ABSTRACT
• List of Table = ⅲ
• List of Figure = ⅲ
• I. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 6
• 3. 용어의 정의 = 7
• II. 이론적 배경 = 8
• 1. 멘토링과 교사교육 = 8
• (1) 멘토링의 개념 및 목적 = 8
• (2) 멘토링의 내용과 방법 = 9
• (3) 멘토링의 효과 = 10
• (4) 멘토의 자질과 역할 = 11
• 2. 교사발달과 장학 = 12
• III. 연구방법 및 절차 = 15
• 1. 연구방법 = 15
• 2. 연구현장 = 16
• 3. 연구참여자 = 19
• 4. 멘토링의 내용 = 25
• 5. 멘토링의 방법 = 25
• 6. 연구절차 = 26
• IV. 연구결과의 해석 = 32
• 1. 초임교사와 경력교사의 멘토링 적용과정 = 32
• (1) 멘토링을 위한 장학활동의 과정 = 32
• (2) 멘토링을 위한 유아관찰 과정 = 38
• 2. 초임교사와 부모와의 멘토링 활동 과정 = 44
• (1) 멘토링을 위한 학부모 활동의 과정 = 44
• (2) 멘토링 학부모 내용 = 45
• (3) 멘토링 학부모 상담의 평가 = 54
• 3. 수업장학을 통한 멘토링 교육활동 = 55
• (1) 「게임교육활동」 멘토링 장학 기본계획 = 55
• (2) 「게임교육활동」 장학과정 및 내용 = 57
• V. 논의 및 결론 = 72
• 1. 논의 = 72
• 2. 결론 및 제언 = 75
• 참고문헌 = 78