현장견학에 관한 유치원 교사의 효능감 연구 = (A) Study on the Efficacy of Kindergarten Teachers Regarding Field Trips

다국어 초록 (Multilingual Abstract)

The basic aims of this study are to find out the general teaching efficacy of kindergarten teachers on field trips and the personal teaching efficacy(beliefs in teaching ability of teachers). To achieve these objectives, we modeled the following sample questions.
A. What is the general teaching efficacy of kindergarten teachers on field trips?
B. What is the personal teaching efficacy of teachers on field trips?
To solve the above mentioned questions, the researcher has basically used the books and the findings have been modified and edited with the help of an academic advisor.
To survey
The contents of the questionnaire were classified by two categories, the general teaching efficacy and the personal teaching efficacy of the kindergarten teachers. Twenty questions in total were asked and there were twelve positive questions and eight negative questions. We used a T-test method for the element of the different types of institutions and of their academic background. For the difference of teaching experience, the one-way ANOVA was used. The Scheffe test was carried out for the difference of two groups.
We chose two hundred kindergarten teachers working in private institutions and eighty kindergarten teachers working in public institutions in the In-cheon area. Among this sample group, we handed out the questionnaires and selected two hundred fifty answers to use them for the final analysis data.
Based on the survey, we drew the following conclusions. Firstly, in terms of the result expectancy of the efficacy of kindergarten teachers on field trips, there is no significant difference in the type of institutions. For both public kindergarten teachers and private kindergarten teachers, they have the same level of result expectancy on field trips.
However, depending on the academic background, the teachers efficacy shows a big difference. The higher the level of education, the better the beliefs in their teaching ability. This is because he/she tries to have a positive belief system and expectancy towards her/his work performance. So, a teachers academic background is one of the variables on the self confidence of each teacher.
Teaching experience is also an important factor in the teachers efficacy on field trips. The longer a teacher has taught, the more confident he is in displaying his/her teaching efficacy. That is why teachers show a great deal of difference among those who have lower than 4 years of teaching experience, those who have 4 years to 7 years, and those who have over 7 years. The experienced ones tend to have a higher efficacy in teaching activities. They do not discourage their students' disabilities but try to get over various obstacles using the most appropriate teaching methods for that specific occasion. However, beginners or less experienced teachers seem to have difficulties in field trip activities done outside of the classroom.
Teaching activities for the subjects such as language training, science, architecture, and music are much easier because there are teachers guides and many sub-materials which a teacher can utilize for each lesson given inside of the classroom. However, there aren't any teachers' guides and materials about outdoor activities. In addition, the orientation of kindergarten teachers puts more focus on indoor activities(language skill, architecture, science, music). Many opportunities for further knowledge and more information for field trips should be provided. Furthermore, orientation has to be given to the teachers so that they can realize the close connection between theory and reality.
Secondly, in terms of teaching ability in the personal teachers efficacy on field trips, public kindergarten teachers have more positive thinking than private kindergarten teachers in relation to the types of institutes. This is due to the number of field trips kindergarten makes. In private kindergartens, field trips are made more often than in the public kindergarten. This could result in the lack of preparation, planning, main activities, follow-up activities, and evaluation of each field trip. As a result, the personal teaching efficacy on this field trip is lower.
Therefore, to improve the teaching efficacy of kindergarten teacher on field trips, teachers need to collect lots of information about the destination and then they try hard to congregate their know-how from each field trip they have made. It means that real life experience will be gradually piled up. In doing so, teachers work performance by applying her previous experience will become outstanding.
Field trips are educational activities mainly done outside of the classroom. Frequent field trip do not allow teachers efficient time to prepare their lessons and therefore more field trips than necessary put less effort in giving quality education to the children. In other words, many field trips more than enough, will produce negative attitudes in the teachers because they have to handle lots of things in a limited time. Therefore, discovering the meaning of their existence of self efficacy, there must be a program to improve the teachers efficacy by motivating themselves.
Let's find out the reasons why the teachers efficacy is getting lower. Teachers in most kindergartens run the program exactly from what they have experienced in their previous work place. They do use the same methods. However, to have some more variety and effective field trips, we have to approach it with many programs even if we have to revisit the same place. It is inevitable to find out more places suitable for field trips. It is possible, if we have a close look around where we live. The effort in finding more various field trip places, can give a positive influence to children since the teacher can develop active teaching activities by utilizing the local resources. Therefore, it is necessary to develop various programs for field trips.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구 문제 = 4
• 4. 용어 정의 = 4
• 가. 교사의 효능감(teacher efficacy) = 4
• 5. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 자아 효능감 = 6
• 2. 교사 효능감 = 11
• 가. 교사 효능감의 개념화 과정 = 11
• 나. 교사 효능감 관련 연구 = 14
• 3. 현장견학 = 18
• 가. 현장견학의 개념과 의의 = 18
• 나. 현장 견학의 계획 및 절차 = 22
• 4. 선행연구의 고찰 = 26
• 가. 교사 효능감 선행연구 = 27
• 나. 유치원교사 효능감 선행연구 = 29
• 다. 현장견학 선행연구 = 30
• Ⅲ. 연구방법 및 절차 = 32
• 1. 연구 대상 및 표집 방법 = 32
• 2. 조사도구 = 32
• 3. 자료처리 = 33
• Ⅳ. 결과 및 해석 = 34
• 1. 현장견학에 관한 유치원교사의 일반적 교수 효능감 = 34
• 2. 현장견학에 관한 유치원교사의 개인적 교사 효능감 = 38
• Ⅴ. 요약 및 결론
• 1. 요약 = 44
• 2. 결론 = 46
• 참고문헌 = 48
• 부록 현장견학에 관한 유치원교사 효능감 질문지 = 53