유아교사의 유아교육공동체 실현 역량이 교사와 유아의 상호작용에 미치는영향

다국어 초록 (Multilingual Abstract)

The Effects of Early Childhood Teachers' Early Childhood Education Community Realization Competence on Interaction of Teachers and Children

sung eun young


Early Childhood Education Major
Graduate School of Education
Pukyong National University

Abstrac


The purpose of this study is to seek methods that early childhood teachers exchange helps, have sense of belonging and grow together forming community of 'we' as member of early childhood education community by fostering early childhood education community realization competence through the research on the difference of early childhood education community realization competence according to general backgrounds and the effects of early childhood education community realization competence on the interaction of teachers and children.
For this, the data collected from 275 teachers working in early childhood education institutions in Busan was analyzed with the use of SPSS 21.0 program. For understanding of general tendency of the participants, frequency, percentage, average and standard deviation were calculated, and the coefficient of internal consistency(Cronbach's α) was calculated to verify the reliability of the measuring tools. For the difference of early childhood teachers' early childhood education community realization competence according to their general backgrounds(age, education level, work experience, types of institutions where they work), one-way analysis of variance(One-Way ANOVA) was done, and for general tendency of variables, the analysis of product-moment correlation was done. For the effects of early childhood teachers' early childhood education community realization competence on the interaction of teachers and children, multiple regression analysis was done.
The results are as follows.
First, the result of researching the difference of early childhood education community realization competence according to teachers' general backgrounds shows that there is a significant difference depending on teachers' work experience and age. This means teachers' psychological competence for execution of partner role for early childhood education community realization and social competence that shares the value of education are higher as their age and work experience are higher. To reduce the difference of early childhood education community realization competence according to their general backgrounds, it is necessary to clarify all teachers' recognition on common education goals. Teachers of various backgrounds also need to agree when goals are set.
Second, regarding the relation between teachers' early childhood education community realization competence and the interaction of teachers and children, there is positive correlation among teachers' early childhood education community realization competence, the interaction of teachers and children and all the sub-factors of the interaction. This indicates that as teachers' early childhood education community realization competence is higher, the level of the interaction is higher.
The above results show that as teachers' age and work experience level are higher, their early childhood education community realization competence is higher, and there is positive correlation between their early childhood education community realization competence and the interaction of teachers and children.
Therefore, it is important to make efforts to improve teachers' social competence for psychological competence for implementation of partner role in order to realize early childhood education community based on cooperation and sense of belonging through teacher training programs and local community network.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 8
• 3. 용어의 정리 8
• Ⅱ. 이론적 배경 10
• 1. 유아교사의 유아교육공동체 실현 역량 10
• 가. 유아교육공동체의 개념 10
• 나. 유아교사의 유아교육공동체 실현 역량의 개념 13
• 다. 유아교육공동체와 교사 역량의 선행연구 16
• 라. 유아교사의 유아교육공동체 실현 역량의 하위요인 21
• 2. 교사와 유아의 상호작용 23
• 가. 교사와 유아의 상호작용의 개념 23
• 나. 교사와 유아의 상호작용의 중요성 25
• 다. 교사와 유아의 상호작용의 선행연구 29
• 라. 교사와 유아의 상호작용의 하위요인 31
• Ⅲ. 연구방법 33
• 1. 연구 대상 33
• 2. 측정 도구 34
• 가. 유아교사의 유아교육공동체 실현 역량 34
• 나. 교사와 유아의 상호작용 36
• 3. 자료 분석 37
• 4. 연구 절차 37
• 가. 예비조사 37
• 나. 본조사 38
• IV. 연구 결과 39
• 1. 유아교사의 일반적인 배경에 따른 유아교육공동체 실현 역량의 차이 40
• 가. 교사의 연령에 따른 유아교사의 유아교육공동체 실현 역량의 차이 40
• 나. 교사의 학력에 따른 유아교사의 유아교육공동체 실현 역량의 차이 42
• 다. 교사의 경력에 따른 유아교사의 유아교육공동체 실현 역량의 차이 43
• 라. 교사의 근무기관 유형에 따른 유아교사의 유아교육공동체 실현 역량의 차이 44
• 2. 유아교사의 유아교육공동체 실현 역량과 교사와 유아의 상호작용간의 관계 45
• 3. 유아교사의 유아교육공동체 실현 역량이 교사와 유아의 상호작용에 미치는 영향 47
• Ⅴ. 논의 및 결론 50
• 1. 논의 50
• 가. 유아교사의 일반적인 배경에 따른 유아교육공동체 실현 역량의 차이 50
• 나. 유아교사의 유아교육공동체 실현 역량과 교사와 유아의 상호작용간의 관계 52
• 다. 유아교사의 유아교육공동체 실현 역량이 교사와 유아의 상호작용에 미치는 영향 53
• 2. 결론 및 제언 56
• <참고문헌> 58
• <부록> 76