유아교육과 졸업반 학생들의 교직관 및 교육실습에 따른 교직관의 변화에 관한 연구

국문 초록 (Abstract)

본 연구는 대학에서 유아교육을 전공하는 학생들이 교육실습을 하기전에 어떠한 교직관을 가지고 있으며 교육실습경험에 따라 그들의 교직관이 어떻게 변화되는지를 조사하고자 하였다.
연구대상은 서울, 경기지역의 전문대학 3개교와 4년제대학 2개교외 유아교육과 졸업반학생 353명으로, 이들은 9월에 교육실습을 한 실습집단202명과 9월까지 교육실습을 하지 않은 비실습집단 151명으로 구성되었다. 이들에게 교직관에 대한 질문지검사를 실습집단의 교육실습전후에 동시에 실시하였으며, 실습집단에는 사후검사시 교육실습경험에 관한 질문지 한부가 더 추가 배부되었다. 이들에 대한 자료처리 및 통계적 방법은 백분률, 평균, 표준편차를 산출하였고, 통계치에 대한 유의도 검증은 5%이내에서 X^2검증과 t검증을 사용하였다.
연구결과는 다음과 같다.
1. 유아교육과 졸업반 학생들의 교직관에 있어서 교직을 택한 동기는 아이들을 좋아하거나 적성에 맞기 때문이며, 교사자질에 대한 견해는 아동이 호기심이 많고 무한한 가능성이 있는 존재라는 사실에 대한 평점이 높았으며 유아교육은 꼭 필요하다는 인식이 높았다. 또한 유아교육기관에 대해서는 원아수가 많다는 반응이 높았으며, 유아교사직은 보람있는 직업이며, 여성에게 적합한 직업이라고 여기는 반면, 보수에 대해서는 부정적인 반응을 나타내었다.
이들을 4년제 대학생과 전문대생으로 나누어 학력간 비교결과 교직관 중 교사자질 면을 제외한 다른 영역, 즉, 교직에 대한 동기 및 희망여부, 아동관, 유아교육관 유아교육기관관, 유아교사직관에 대해 전문대생의 반응이 4년제 대학생보다 더 높은 것으로 나타났다.
2. 유아교육과 졸업반 학생들은 교육실습 중 가장 힘들었던 점으로 아동의 생활지도 및 수업지도를 들었으며, 수업지도중 특히 힘들었던 영역은 이야기나누기였다고 반응하였다. 그리고 교육실습경험에서 받은 전반적인 인상은 양호한 편이었다
학력간에는 4년제대학생의 반응이 전문대생보다 실습유치원에서의 업무량, 시설 및 환경, 규율 및 통제등 유치원 자체의 특성에 대해서 더 낮은 것으로 나타났다.
3. 유아교육과 졸업반 학생들의 교직관은 교육실습에 따라 변화할 수 있으며, 특히 교육실습을 한 학생들이 교육실습을 하지 않은 학생보다 졸업후 취업이 보장된다는 동기면과 유치원 제반업무에 자신감있게 임할 수 있다는 자질면, 그리고 아동은 순수하다는 견해 및 유아교육기관의 환경은 아동에게 적합하다와 교육내용이 체계적이다라는 면에서 더 부정적인 반응을 하였다.
본 연구는 유아교육과 졸업반 학생들을 대상으로 교직관을 조사하였으므로 유아교육관련학과로 인정되면서 교육과정이 상이한 아동복지 및 아동학과 학생들을 함께 비교해보면 흥미가 있을 것으로 여겨진다.

다국어 초록 (Multilingual Abstract)

This study was implemented to know what kind of teaching-view the students majoring in early childhood education have before student teaching, and to know how their teaching-view changes according to their experiences in student teaching.
As an objective of this study, 353 graduates from 3 professional colleges & 2 Universities of Seoul KyungKi area, who majored in early childhood education, were selected, and these students (graduates) were composed of 202 students who followed student teaching in September and of 151 students who haven't followed teaching practices until September. (i.e. practicing group & non-practicing group). Questionaries asking about their teaching view, were distributed to the practicing-group before & after the implementation of student teaching, and for a post-examination of the practicing group, an additional copy of questionaries asking about their experiences in student teaching was distributed to the practicing-group.
As far as the statistical method and dealing with materials & data were concerned, percentages(%), averages, and standard deviations were calculated, and for the verification of statistical values' degree of significance, x²-verification & t-verification were used within 5%.
Based upon the examinations & analyses mentioned above, following results could be obtained:
1. As far as the teaching view of graduates from the dept of early childhood education was concerned, their motive for opting for teaching profession was that they liked children or they shows an aptitude for teaching, and their opinions about the quality of teachers showed that children are full of curiosity & children have unlimited possibilities, according to the examination marks, and consequently they had a perception that early childhood education is a necessity. Also they were of the opinion that there were too many children in a nursing-institute and that early childhood educator is a profession fruitful & worthwhile and that this profession fits for women, on the other hand, as far as the pay-off was concerned, they showed a negative opinion. And the students were divided into 4 yr-university students & professional college students and they were compared according to their academical backgrounds. Upon the results of this comparison-analysis, except for the quality of teachers, professional college-students showed a higher concern for the motive for selecting teaching profession, their perspectives, their view about children, their view about early childhood education, their view about nursing institutes and their view-about early childhood educators, than 4 yr-university students.
2. During their student teaching-period, students were having most difficulties when they were guiding the life of children, and when they were teaching & guiding classes for children. Especially, during their classes, they were having difficulties when they were making conversations with children. As far as their overall-impression about the experiences from teaching practices was concerned, they showed a positive reaction. As for the working-amount in a kindergarten, facilities & environments, rules & regulations, i.e. as for the characteristics of a kindergarten itself, 4 year-university students showed a lower reaction than professional college students.
3. The teaching-view of the graduates from the dept. of early childhood education could be changed according to their student teaching, and especially the students who followed student teaching (practicing-group) showed more negative reaction, than the students who haven't followed student teaching (non-practicing group), they were ensured with a job after graduation (motivation-perspective), they had a qualification to effectively deal with the general matters of a kindergarten (quality-perspective), children were naive & pure, environments of nursing institutes were suitable for children, and that the contents of education were systematic, etc.
Viewed upon the fact that this study was implemented to examine the teaching-view of the graduates from the dept. of early childhood education, it is considered to be very interesting if we compare & analyze the students of child welfare work-& pedologydepts whose study is considered to be related to early childhood education and whose curriculum is different from that of early childhood education.

목차 (Table of Contents)

• 목차
• 논문개요 = iv
• I. 서론 = 1
• 1. 연구의 목적 및 의의 = 1
• 2. 연구문제 = 3
• II. 이론적 배경 = 4
• 1. 교직관의 의미 = 4
• 2. 유아교사양성교육과정의 구조 = 6
• 3. 교육실습의 의의 = 8
• 4. 선행연구개관 = 10
• III. 연구방법 및 절차 = 13
• 1. 연구대상 = 13
• 2. 연구의 도구 = 14
• 3. 연구절차 = 15
• 4. 자료처리 및 통계적 분석방법 = 16
• IV. 연구결과 및 해석 = 17
• 1. 교육실습 전 유아교육과 졸업반 학생들의 교직관 = 17
• 2. 유아교육과 졸업반 학생들의 교육실습 경험에 대한 현황 = 23
• 3. 교육실습에 따른 교직관의 변화 = 27
• V. 요약 및 논의 = 32
• 참고문헌 = 37
• 부록 = 40
• 영문초록 = 47