유아의 포트폴리오 평가에 관한 교사 인식 분석 = Teacher Awareness of Young Child Portfolio Assessment

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine kindergarten teacher awareness of young child portfolio assessment by subfactor in consideration of teacher background variables.
For attaining the purpose, the following research questions were posed:
1. What is teacher view on each factor of young child portfolio assessment?
2. Is teacher awareness of young child portfolio assessment different according to personal background variables?
2-1. Is teacher awareness of young child portfolio assessment different according to teacher career?
2-2. Does teacher awareness of young child portfolio assessment vary with educational background?
2-3. Does teacher awareness of young child portfolio assessment differ according to teacher qualification?
2-4. Is teacher awareness of young child portfolio assessment different according to kindergarten type?
2-5. Does teacher awareness of young child portfolio assessment vary according to position?
The subjects in this study were 264 teachers who were randomly selected from 1,024 teachers in 72 public kindergartens and 261 private kindergartens under the control of the East, South and North Office of Education of Inchon and the Kangwha Office of Education. The questionnaire method were used to address the research questions.
The findings of this study were as below:
First, the teachers investigated were highly aware of young child portfolio assessment. This suggested that the implementation of portfolio assessment in child education field would be quite within the realms of possibility, and that, in fact, portfolio assessment was potentially being fulfilled.
Second, teacher career, one of personal background variables, made a significant difference to their awareness of portfolio assessment. The teachers with longer career of more than 10 years recognized it best. This implied higher career led to better awareness of portfolio assessment. The fact, which the higher-career teachers who had have a longer educational experience had better understanding of portfolio assessment, showed there were high possibilities better assessment could be implemented.
Third, the educational background, one of personal background variables, yielded a significant difference to their awareness of portfolio assessment. Those who had higher educational background recognized portfolio assessment more. This suggested that teacher should try to do self-supervision and self-training, as assessment was more than teaching, requiring deep research and expertness.
Fourth, teacher qualification, one of personal background variables, generated a significant difference to their awareness of portfolio assessment. More qualified teacher had better understanding of portfolio assessment. This could be interpreted that qualification training served as new motivation to assessment. In addition, qualification training had very significant relationship with assessment, as the characteristics of kindergarten still allowed an unqualified person to be the head of kindergarten.
Fifth, there was no difference of portfolio assessment awareness between the public and private kindergarten teachers. So it could be said that public and private kindergarten teachers had the same view on educational assessment.
Sixth, teacher position, one of personal background variables, made a significant difference to their awareness of portfolio assessment. The chiefs of kindergarten recognized it best. The fact that manager teacher, the chief of kindergarten, had a higher understanding of portfolio assessment showed there were much possibilities portfolio assessment could be implemented.
As seen above, the teachers who had higher career, better educational background, better qualification and higher position, had more understanding of portfolio assessment. But several suggestions should be made here, since teachers who had lower career, lower educational background, lower qualification, or lay teachers, were apparently one of the subjects who would be responsible for portfolio assessment:
First, both new and existing teachers should be educated to learn portfolio assessment method and actual cases. Second, more experimental researches In young child portfolio assessment should be promoted. Third, studies on kindergarten teacher awareness of portfolio assessment in other areas also seemed necessary.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구 문제 = 4
• 4. 용어의 정의 = 5
• 5. 연구의 제한점 = 5
• Ⅱ. 이론적 배경
• 1. 포트폴리오 평가의 필요성 = 6
• 2. 포트폴리오 평가의 개념 및 특성 = 9
• 3. 포트폴리오 평가의 절차 및 방법 = 12
• 4. 선행연구의 고찰 = 20
• Ⅲ. 연구방법
• 1. 연구대상 및 표집 = 21
• 2. 연구도구 = 23
• 3. 연구절차 = 25
• 4. 자료처리 = 25
• Ⅳ. 연구결과 및 해석
• 1. 유아의 포트폴리오 평가에 관한 하위요인별 교사 인식 = 27
• 2. 유아의 포트폴리오 평가에 관한 교사 개인별 변인에 따른 인식 = 28
• 가. 경력에 따른 교사 인식의 차이 = 28
• 나. 학력에 따른 교사 인식의 차이 = 30
• 다. 자격에 따른 교사 인식의 차이 = 32
• 라. 유치원 유형에 따른 교사 인식의 차이 = 35
• 마. 직위에 따른 교사 인식의 차이 = 36
• Ⅴ. 요약 및 결론
• 1. 요약 = 39
• 2. 결론 = 43
• 참고문헌
• ABSTRACT
• 부록