유아교사의 수학 교과교육학지식 측정도구 개발 및 타당화 = Development and validation of assessment tools for kindergarten teachers' pedagogical content knowledge of mathematics teaching

다국어 초록 (Multilingual Abstract)

(Abstract)
The research is aimed at searching for the essence and factors, as well as developing and validating the assessment tools of kindergarten teachers' pedagogical content knowledge(PCK) in mathematics teaching. The assessment tools of kindergarten teachers' pedagogical content knowledge(PCK) will allow the kindergarten teacher to accurately evaluate what area of, and what pedagogical content knowledge(PCK) they need to acquire to develop their appropriate mathematics teaching capacity. The subject for this study is as thus.

1) How are items of developed assessment tools constructed?
2) Are the assessment tools valid?
3) What is the influence pedagogical content knowledge(PCK) and predictor variables have in mathematics teaching of kindergarten teachers?

The following are the results obtained from this study and discussions.
Firstly, the assessment tools of kindergarten teachers' pedagogical content knowledge(PCK) in mathematics teaching has been categorized by five factors ; teacher's knowledge of curriculum, teacher's knowledge of students, teacher's knowledge of instructions, teacher's knowledge of contents, and teacher's knowledge of professional self-development in which 46 items in these factors have been developed.
Secondly, the assessment tool of kindergarten teachers' pedagogical content knowledge(PCK) in mathematics teaching went through the general and standardized verification process, and its validity as a tool has been verified.
Finally, the results showed that the significant predictors of kindergarten teachers' pedagogical content knowledge(PCK) in mathematics teaching were their personal mathematics teaching efficacy , their number of years of teaching, their attitudes toward mathematics, and their number mathematical teach done per week.
It is hence expected that the assessment tools developed by the research can be used as a cornerstone of initiating further findings of important variables in kindergarten mathematics teaching and also more research in developments and applications for appropriate mathematics teaching in early childhood education.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 필요성 및 목적
• 2. 연구 문제
• 3. 용어의 정의
• Ⅱ. 이론적 배경
• 1. 교과교육학지식에 대한 이해
• 2. 수학 교과교육학지식에 대한 연구
• 3. 유아교사의 수학 교과교육학지식의 구성요소
• 4. 수학 교과교육학지식과 예측변인
• Ⅲ. 연구 방법
• 1. 연구대상
• 2. 연구절차
• Ⅳ. 연구 결과
• 1. 유아교사의 수학교과교육학지식 측정도구 개발
• 2. 유아교사의 수학교과교육학지식 측정도구 타당도 분석
• 3. 유아교사의 수학 교과교육학지식과 예측변인
• Ⅴ. 논의
• 1. 유아교사의 수학 교과교육학지식 측정도구 개발
• 2. 유아교사의 수학 교과교육학지식 측정도구의 타당화
• 3. 유아교사의 수학교과교육학지식과 예측변인
• Ⅵ. 결론 및 제언
• 참고문헌
• 영문초록
• 부 록