유아영어교사 자질에대해 유아교사와 유아영어교사의 평가에 대한 연구 = A Study on Evaluation of Preschool English Teacher Qualifications by Preschool Teachers and Preschool English Teachers.

국문 초록 (Abstract)

본 연구에서는 유치원에서 유아를 대상으로 가르치는 유아교사와 유아영어교사가 인식하는 유아영어교사의 자질 면에서 어떠한 차이가 있는지를 조사해 보고 이를 통해서 바람직한 유아영어교사의 자질을 제안하고 체계적인 유아영어교사 양성제도의 중요성을 언급하고자 한다. 또, 향후에 올바른 유아영어교사의 역할과 자질을 돕는 국가적인 정책방안을 정비하는데 기초자료가 되고자 한다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the differences between kindergarten teachers and kindergarten English teachers in the way of looking at the qualifications of preschool English teachers. It's basically meant in this study to make an exploratory research on the perception of preschool teachers and preschool English teachers about the qualifications of preschool English teachers in an effort to suggest the due qualifications of early childhood English teachers and the importance of systematic preschool English teacher training system.
Three research questions were posed to serve the purpose:
1. What is the awareness of preschool teachers about the qualifications of preschool English teachers as English instructors?
2. What is the awareness of preschool English teachers about the qualifications of preschool English teachers as English instructo
3. Are there any differences between the outlook of preschool teachers and preschool English teachers on the qualifications of preschool English teachers?
A survey was conducted on preschool teachers and preschool English teachers to check into their perception of the qualifications of preschool English teachers. The subjects in this study were 100 preschool teachers and 100 part-time English teachers in 100 selected kindergartens in Seoul and Gyeonggi province. The instrument used in this study was questionnaire, which modified Kim Eun-ah(1996)'s questionnaire, Song Mi-kyung(1996)'s questionnaire and Jo Seung-min(2002)'s questionnaire based on literature of preschool teacher qualifications(Lee Eun-hwa, et. al., 2003). The questionnaire was composed of three sections that included 10 items each. So that consisted of 30 items and additional two questions of subjective type.
As for data handling, statistical data on mean and standard deviation were secured to figure out the awareness of the two groups about the qualifications of preschool English teachers, and t-test was employed to see if there were any gaps between their views.
As a result of analyzing the collected data, it's found that the preschool teachers and preschool English teachers investigated took a different view. The major findings of the study were as follows:
Concerning the awareness of the preschool teachers about the qualifications of preschool English teachers, the preschool teachers had a high opinion on the personal qualities of preschool English teachers and their professional qualifications for English education, but they considered their qualifications for early childhood education to be on the average.
The preschool English teachers placed high value on all the personal and professional qualifications of preschool English teachers for early childhood education and English education.
There were following differences in the way the two groups perceived the qualifications of preschool English teachers:
First, little gap was found between the two groups in their view of the personal qualities of preschool English teachers and their professional qualifications for English education, but there was a large intergroup disparity in evaluation of their professional qualifications for early childhood education.
Many of the preschool teachers were satisfied with the personality and qualifications of preschool English teachers for English education, but they seemed to believe that early childhood English education would be more successful if they were better qualified for early childhood education.
It seemed to imply that the efficiency of early childhood English education would be guaranteed if English teachers had a fu understanding of early childhood development and curriculum an improve their curriculum construction skills by capitalizing on a variet of teaching media.
Second, the two groups rated the qualifications of preschool Englis teachers for English education over their personal qualities an qualifications for early childhood education. It indicated that both group believed only those who could communicate in English should b qualified for early childhood English education, In other word: preschool English teachers should have a superb English proficienc and teaching ability and be aware of the English acquisition process young children, and the primary qualification of preschool Englis: teachers should be professionalism in English education.
Overall, there was a gap between the two groups, The preschoc teachers felt that a lot of preschool English teachers were just excellen in teaching English, whereas the preschool English teachers regardei preschool English teachers as fully qualified personally, as preschoc teachers and as preschool English teachers.
Given the fact preschool English teachers teach young children, those who have a good personality and are expert in both early childhooc education and English education should teach young children English a; qualified teachers. To put early childhood English education on the righ track, experts in early childhood English education who complete all the early childhood curricula should be nurtured. To make it happen, a systematic nationwide training system and intensive separate internal training by early childhood education institutions are required, and supply and demand should be kept in balance.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구목적 및 문제 = 5
• 3. 연구의 제한점 = 6
• II. 이론적 배경 = 7
• 1. 유아영어교사의 전문적인 자질 = 7
• 2. 우리나라의 유아영어교사 양성제도 = 18
• 3. 선행연구고찰 = 20
• III. 연구방법 = 23
• 1. 연구대상 = 23
• 2. 연구도구 구성 및 내용 = 25
• 3. 연구절차 = 30
• 4. 자료처리방법 = 30
• IV. 연구결과 = 31
• 1. 유아교사가 평가하는 유아 영어교사의 자질 = 31
• 2. 유아영어교사가 평가하는 유아영어교사의 자질 = 35
• 3. 유아교사와 유아영어교사의 영어교사자질에 대한 평가의 차이 = 39
• 4. 유아영어교사 자질과 유아영어교육에 관한 견해 = 45
• V. 논의 및 결론 = 47
• 참고문헌 = 53
• 부록 = 57
• ABSTRACT = 62