영아교사의 전문성 신장을 위한 멘토링 장학 프로그램 개발 기초연구 = (A) study on development of mentoring supervision program to improve the professionalism of infant-toddler teachers

다국어 초록 (Multilingual Abstract)

A Mentoring Supervision Program is needed to improve the lack of systemic program and the low quality level of infant-toddler teachers. The purpose of this study is to listen to infant-toddler teachers' voices and demands, and to develop a draft proposal on Mentoring Supervision Program to improve the professionalism of infant-toddler teachers. The results can help infant-toddler teachers to make a better Mentoring Supervision program which will be enable them to understand infant-toddler developmen tand childcare curriculum, as well as improve their own qualification, capability, and professionalism.
The research contents for the purpose of this study are as followed:
Firstly, this study is to identify the overall awareness and its needs of the Program among infant-toddler teachers.
Secondly, this study is to develop a draft proposal on Mentoring Supervision Program.
In order to conduct the study, the following procedures are went through:
Pre-research and data relating to mentoring, supervision program and infant-toddler teachers' professionalism were collected and analyzed. Based on the earlier studies, a focus group interview was conducted twice on three beginning infant-toddler teachers(mentees), three veteran infant-toddler teachers(mentors) and three Childcare center directors to find out their views of the development of Mentoring Supervision Program and their needs. After making formal basis, a pilot survey was taken by drawing up a draft questionnaire to build the complemented questionnaire. The questionnaire was distributed to 185 infant-toddler teachers at the Childcare center in Pusan, Ulsan and Gyug-nam province through mail and personal visitation. With collected and analyzed data through focus group interview or questionnaire, a draft proposal of such a program was modified. Finally, a tentative plan was developed experts' careful adjustment and advice.
The focus group interview data were analyzed by constant comparative method based on grounded theory. And the recognition and demands data on the Mentoring Supervision Program of the infant-toddler teachers were analyzed by Frequency Analysis using SPSS 14.0 computer program.
The results of this research can be summarized as below:
First, the focus group interview is categorized as infant-toddler teachers part and Mentoring Supervision Program part. Former part contents professional infant-toddler teacher role and beginning infant-toddler teachers difficulties, and latter part consists of Mentoring Supervision meanings and requirements of such program.
According to the first focus group interview, the participants discussed that what is a professional role of infant-toddler teachers: 'harmony with being-well, living and learning', 'sufficient knowledge about infant-toddler', 'contextual communication', 'parenting and caring activity', 'belief in professionalism', 'emotional empathic ability'. In order to overcome the possible negatives of practice and have simple application, being asked the biggest difficulties that beginning infant-toddler teachers might face in work were 'arduous working condition', 'capricious infant-toddler', 'lack of parent-teacher cooperation', 'infant-toddler teachers' role dilemma'.
When the second focus group interview was held to grasp opinion on the Mentoring Supervision Program, they gave their standpoints on the conception of Mentoring Supervision and the management of Mentoring Supervision program. The participants argued that the concepts of mentoring supervision: 'collaborating with peer', 'co-growth with filling up', 'transmitting practical knowledge', 'emotional supporting', 'awaken from negative supervision recognition'. Besides, they also argued that the content of mentoring supervision, suitable period, required time, and effective management of such program.
Second, according to the results of overall demand, 89.7% of respondents answered that the Mentoring Supervision Program of infant-toddler teachers is needed and wanted. In addition, they demanded to get help whenever they wanted and to offer variable programs. The purpose of program preferred to reach them to a high proficient performance level, they also demanded that their working condition was considered, willing participation was the best way to be active, and sustained guidance was provided. Besides, beginning to apply this program was preferred in February before new school terms. The results of survey for the amount of demand on necessity of a help, it showed that 'the way to help early adaptation of infant-toddler in childcare center' and 'infant-toddler's temperament-based teaching behavior' were highly needed, but 'effective daily management with balancing task and instruction' was less important. And among suitable Mentoring Supervision method, 'observation', 'consultation with co-workers', 'coaching' marked high, 'teachers' story ', 'role play' figured relatively low.
Third, a draft proposal on Mentoring Supervision Program was supplemented through experts' careful adjustment and advice. The objects of the program could be to have the right understanding of teaching, to enhance the development of professionalism, to build the values and ideals of educational belief, to transmit practical knowledge and teaching skill each other and to build a trustworthy, collaborative partnership with mentee and mentor in childcare center. The contents of the program include four aspects of infant-toddler teachers' professionalism, including knowledge and capacity-related, life caring-related, belief-related and relationship-related. Such divided professionalism consists of 16 mentoring activities using various supervision methods. The Mentoring Supervision Program consisted of 5 stages: joining, meeting, learning, realizing (selecting direction, co-growing, working together, filling up, doing oneself) and maintaining relation. The program session(minimum 8 sessions to maximum 13 sessions), suitable interval period(once a week or month), required time(2-3 days or 90-120 minutes per each stages) and beginning session(before new school terms) could be provided as guidelines, so the management of this program was decided by mentor and mentee. For this reason, this program was changeable and variable.
The Mentoring Supervision Program has several difficulties, bur here are some suggestions about the efficient management of the program:
First, more empirical studies are needed to prove the effectiveness of Mentoring Supervision Program in a broad way by applying a program in childcare center.
Second, in order to lead the infant-toddler teachers to voluntarily participate in this program, a monetary or promotion compensation system should be mapped out. In this respect, further research on Development of Mentoring Supervision Program to improve the professionalism of infant-toddler teachers is required and needs to be widely supplemented.

국문 초록 (Abstract)

본 연구는 영아교사의 전문성 신장을 위한 지원체제가 부족한 현장 영아교사들에게 영아교사의 역할에 대한 이해도를 증진시키고 멘토링 장학을 실천함으로써 전문성을 신장시키며 능숙한 보육활동수행을 돕는 차별화된 프로그램을 제공하는 것에 목적을 둔다.
영아교사의 전문성 신장을 위한 멘토링 장학 프로그램은 선행연구, 문헌고찰, 포커스그룹 인터뷰와 설문조사를 통한 인식 및 요구도 조사에 기초하여 시안을 구성하였다. 개발된 프로그램의 시안은 영아교사 전문성에 대한 영역, 하위내용, 프로그램 내용의 적절성과 멘토링 장학의 단계, 프로그램의 회기, 구성시간, 장학단계별 내용, 목표, 장학방법에 대해 전문가 적절성 검토과정을 거친 뒤 최종 시안으로 확정하였다. 본 프로그램은 경력영아교사(멘토)와 초임영아교사(멘티)를 대상으로 보육활동 전반에 대해 지속적으로 상호작용을 하면서 지도․조언이 이루어지는 원내자율장학의 형태이다. 프로그램에 참여하는 교사의 개인적 특성 및 관심사, 어린이집의 상황을 반영하여 프로그램의 내용을 가변적으로 구성하여 운영할 수 있도록 하였으며, 들어가기-만나기-알아가기-실현하기(방향정하기-성장하기-더불어하기-채워주기-스스로하기)-관계이어가기와 같은 멘토링 장학의 절차에 따라 프로그램을 실시할 수 있도록 하였다. ‘관계이어가기’단계를 통해 친밀감을 형성한 뒤 추가적으로 프로그램을 실시하기를 희망하는 경우 ‘실현하기’단계로 환류하도록 함으로써 지속적인 교류를 통해 영아교사 전문성을 신장할 수 있도록 하였으며 ‘실현하기’단계의 활동은 최소 4개에서 최대 9개를 선정하여 구성되므로 프로그램의 실시회기는 최소 8회기에서 최대 13회기로 이루어진다. 실시간격은 주1회, 월1회 등 어린이집의 상황을 고려하여 다양하게 실시 될 수 있으며, 실시시간은 하루일과 중 낮잠시간이나 일과를 마친 뒤 이루어지는 것을 원칙으로 하며 단계별로 90분-120분 내외로 구성된다. 하지만 실현하기는 5가지 하위단계에 따라 구성되므로 2-3일 동안 낮잠시간이나 하루일과 중, 하루일과를 마친 뒤에 이루어지며 관계이어가기는 멘토·멘티가 함께 추억을 만드는 방법을 결정한 뒤 하루일과 후 1-2일 동안 이루어질 수 있다. 1학기는 학기가 시작되기 전인 2월말, 2학기는 8월말에 실시하는 것이 실시시기로 바람직하며, 실시간격은 주1회, 월1회 등 다양하게 실시 될 수 있다.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구내용 7
• 3. 용어의 정의 7
• Ⅱ. 이론적 배경 8
• 1. 영아교사의 전문성 8
• 2. 어린이집과 장학 17
• 3. 멘토링 장학 23
• Ⅲ. 연구방법 37
• 1. 연구대상 37
• 2. 연구도구 41
• 3. 연구절차 45
• 4. 자료분석 50
• Ⅳ. 영아교사의 전문성 신장을 위한 멘토링 장학 프로그램 요구도 조사결과 52
• 1. 프로그램 개발을 위한 포커스그룹 인터뷰 결과 52
• 2. 프로그램 개발을 위한 설문 결과 86
• Ⅴ. 영아교사의 전문성 신장을 위한 멘토링 장학 프로그램 시안 개발 100
• 1. 프로그램 구성 및 내용 선정 100
• 2. 프로그램 시안의 전문가 적절성 검토 111
• 3. 멘토링 장학 프로그램 시안 117
• Ⅵ. 요약 및 논의 123
• 1. 요약 123
• 2. 논의 128
• 참고문헌 135
• 부 록 146
• Abstract 186