豫備 및 初任幼兒敎師의 敎師로서의 自我像 形成 過程

다국어 초록 (Multilingual Abstract)

The purpose of this study was to trace how early childhood teachers form their self-image as a teacher from the preservice students to the novice teachers. The following questions were explored in depth.
1. What self-image do college students in the preservice period form prior to the student teaching?
2. What self-image do they form during the student teaching period?
3. What self-image do they form as novice early childhood teachers?
The participants of this study were four college students. Journals, recorded discussions, indepth interviews, and other materials were collected and content analyzed. Three different periods were set: the preservice period, the student teaching period, and novice teacher period. As a result of data analysis, four ordinary self images as a teacher and three struggle-based self images were drawn.
The findings were as follows:
1. Self-images formed during the preserive period
In this period, students perspectives towards the early childhood teachers changed, and therefore, so did the self-image as a teacher they wanted to attain. The students showed four self-images: a type seeking traditional teacher values, which was considered as an ideal teacher self-image; a type seeking for self-development; a type focusing on child-centered education; and a type emphasizing both caring/nurturing, and child-centered education. Among all participants, one student refused to recognize the self-image as a teacher, and therefore, no particular type was indicated.
2. Self-images formed during the student teaching period
The student teacher formed the ordinary self-images through teaching practices. At the same time, they produced struggle-based self-images when they faced problems. For more details, the ordinary self-images included a type focusing on child-centered education, a type seeking for self-development, a type emphasizing both caring/nurturing, and a type indicating sensitive reactions towards troubled situations. The struggle-based self images included a type of reflective attitude, a type conforming to surrounding context, and a type refusing to adapting difficult situations.
Two of the students showed clear self-images, and they tended to maintain them in this period. Also, they showed very positive and active attitudes towards problems. In contrast, the other two students produced very different self-images or did not show any types, and in difficult situations, showed a type conforming to surrounding context. They avoided confronting their problems and refused to accept or try to solve them.
3. Self-images formed during the Novice teacher period
Novice early childhood teachers tended to maintain self-images shaped in the earlier two periods and tried to develop new self-images. Without making any dramatic changes, two participants demonstrated two types of self-images: a type focusing on child-centered education and a type seeking for self-development. At the same time, their attitude towards problems was very positive. They also showed a type of reflective attitude. Among the four participants, one formed a type of emphasizing both caring/nurturing, and that of indicating sensitive reactions towards troubled situations. In struggle-based situations, she indicated a type conforming to surrounding context. These novice early childhood teachers did not maintain her self-image but changed continuously through the different periods. Finally, the last participant produced both the type of indicating sensitive reactions toward troubled situations and that of refusing to adapting difficult situations.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구의 목적 및 문제 = 6
• II. 이론적 배경 = 8
• A. 유아교사 자아상(self-image)의 개념 = 8
• B. 예비 및 초임유아교사의 자아상과 전문적 성장 = 16
• C. 유아교사로서의 자아상 형성과정에 영향을 미치는 요인 = 29
• III. 연구 방법 = 33
• A. 연구대상 = 33
• B. 연구절차 = 38
• C. 자료분석 = 43
• IV. 예비유아교사의 자아상 = 54
• A. 이경아 예비유아교사의 자아상 : '전통적 교사상 추구형' = 54
• B. 백진희 예비유아교사의 자아상 : '자기발전 지향형' = 56
• C. 구연경 예비유아교사의 자아상 : '유아중심교육형-정의적 역할형' = 58
• D. 김숙영 예비유아교사의 자아상 : '드러나 있지 않음' = 61
• V. 유아교육 실습생의 자아상 = 66
• A. 이경아 실습생의 자아상 : '유아중심교육 실천형-자기발전 실천형'-'반성적 태도형' = 67
• B. 백진희 실습생의 자아상 : '유아중심교육 실천형-자기발전 실천형' - '반성적 태도형' = 79
• C. 구연경 실습생의 자아상 : '유아중심교육 실천형' - '환경 순응형' = 90
• D. 김숙영 실습생의 자아상 : '거부적 상황에 대한 민감형' - '환경 순응형' = 101
• VI. 초임유아교사의 자아상 = 115
• A. 이경아 초임유아교사의 자아상 : '유아중심교육 실천형-자기발전 실천형' - '반성적 태도형' = 115
• B. 백진희 초임유아교사의 자아상 : '유아중심교육 실천형-자기발전 실천형' - '반성적 태도형' = 128
• C. 구연경 초임유아교사의 자아상 : '정의적 역할 실천형- 거부적 상황에 대한 민감형' - '환경 순응형' = 140
• D. 김숙영 초임유아교사의 자아상 : '거부적 상황에 대한 민감형' - '거부형' = 151
• VII. 유아교사의 자아상 형성 과정 = 162
• VIII. 요약 및 결론 = 168
• A. 요약 = 168
• B. 결론 = 173
• C. 제언 = 175
• 참고문헌 = 177
• ABSTRACT = 191
• (부록) 개방적인 질문지 = 194