유아교육 예비교사와 현직교사의 관심사에 관한 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify concerns of preservice and inservice teachers in early childhood education.
For the above purpose, the research questions have been set up as follows.
1. What is the trend of preservice teacher's concerns in early childhood education ?
1-1. What is the general trend of preservice teacher's concerns ?
1-2. What is the significant difference in degree of concerns in terms of the preservice teacher's educational background, student teaching teacher's teaching experence ＆ educational background?
2. What is the trend of inservice teacher's concerns in early childhood education ?
2-1. What is the general trend of inservice teacher's concerns?
2-2. What is the significant difference in degree of concerns in terms of the inservice teacher's teaching experence, educational background, the type of institution ＆ certification?
3. What is the significant difference in degree of early childhood education preservice and inservice teachers' concerns?
The subjects for this study were 236 preservice teachers ＆ 278 inservice teachers in Chung-Buk and Chung-Nam Preservice ＆ inservice teacher's concerns were assessed through a questionnaires which was a modified version of kindergarten Teacher Concerns Rating Scale developed by Tsai(1990). It consisted of 54 items reflecting the four areas of concerns(survival, consolidation, renewal, and maturity) formulated by Katz(1972, 1984, 1985).
The analyzing methods of data were frequency, percentage, mean, standard deviation, t-test, F-test.
The results of this study revealed as follows.
1. In general preservice teachers concerned highly about kindergarten teacher concerns. In regard to the concern areas, survival concerns were the highest and maturity concerns were the lowest in the mean degree of concern.
Then there were no significant differences in degree of concerns in terms of the preservice teacher's educational background, student teaching teacher's teaching experience ＆ educational background.
2. In general inservice teachers concerned highly about kindergarten teacher concerns. In regard to the concern areas, survival concerns were the highest and maturity concerns were the lowest in the mean degree of concern.
Then there were significant differences in degree of concerns in terms of the inservice teacher's teaching experence, educational background, the type of institute ＆ certification. That is to say, more and more having the teaching experence ＆ educational background, survival, consolidation, renewal, maturity concerns were highly expressed, and then public kindergarten teachers ＆ first degree certification teachers than private kindergarten teachers ＆ second degree certification teachers were highly expressed in survival, consolidation, renewal, maturity concerns
3. There were no significant difference in degree of early childhood education preservice and inservice teachers' concerns.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 교사 관심사의 개념 및 중요성 = 6
• 2. 교사 관심사 이론 = 9
• Ⅲ. 연구방법 = 30
• 1. 연구대상 = 30
• 2. 연구도구 = 31
• 3. 연구절차 = 34
• 4. 자료처리 = 35
• Ⅳ. 연구결과 및 해석 = 36
• 1. 유아교육 예비교사가 지각하는 관심사의 경향 = 36
• 2. 유아교육 현직교사가 지각하는 관심사의 경향 = 43
• Ⅴ. 논의 및 결론 = 60
• 1. 논의 = 60
• 2. 결론 및 제언 = 67
• 참고문헌 = 69
• ABSTRACT = 76
• 부록 유아교육 교사의 관심사에 관한 질문지 = 79