유치원 자기장학 활성화를 위한 분석적 연구 = Analytic study for self-supervision in kindergarten

다국어 초록 (Multilingual Abstract)

This study attempts to search for consciousness and actual condition of kindergarten's teaching staff regarding "self-supervision". Based on the above research, it discusses the definite plan for active self-supervision. The subjects of study are 320 chiefs of the kindergartens in 10 local communities of Gyeonngbuk Province and 369 kindergarten teachers. The procedure follows below: Making a questionnaire based on documents research and preceding research, and then giving a Crossing Analysis, One-way ANOVA, Independent Sample Survey, and Multi-reply Analysis according to position, experience, and academic background for kindergarten establishment types by using SPSS 10.0 for windows. In the case that significance takes place in One-way ANOVA, post-inspection should be given by using Turkey-HSD multi-comparison. A significant level of the analysis is α=.05.
Here comes the important results of this study.
First, how conscious they are regarding self-supervision; Suitability of self-supervision, consultation with a person who is in charge of self-supervision, and self-supervision performance are relatively affirmative. In a case of position for establishment types, private kindergarten staff have a larger gap than public staff. In cases of consultation with a person who is in charge of self-supervision, and reflecting opinion, staff who got a M.A. or Ph. D. are the most passive. It is considered that teachers in fields have much better knowledge, interest and support for self-supervision.
Second, in a case of condition for self-supervision, teachers are relatively active. Private kindergarten teachers analyse their classes and attend seminars as general self-supervision activities. Public kindergarten teachers attend a graduate school and analyse classes. Not more than fifty percent teachers record on video/cassette tape for class analysis. They get self development opportunity, and information and idea for self-supervision usually through technical books, subscribing magazines, and attending seminars. Much more public kindergarten teachers do field research, give a public lecture, or attend the other teachers' public lecture than private teachers. So it is considered that kindergarten-related events have been much more opened on public kindergartens.
Third, teaching-learning activity and its assessment, and planning for curriculum and its assessment are the fields which mostly need self-supervision. For the more effective self-supervision, the Chiefs insist on providing a model for self-supervision and supporting those who are in charge of self-supervision. On the other hand, teachers want to be provided a sample for self-supervision and reduce trivial duties. Developing model, extending school hours, whole day class, and hiring an assistant to help children ride the shuttle bus are urgent needs for self-supervision. Educational administration institute could establish and maintain information center which teacher could use at any time. The activities they would like to do is to analyse their own class, study in a university or graduate school, and attend seminars. Self-supervision focusing on teaching-learning method improvement is essential. And teachers also should create environment for self-supervision and try to expand the opportunity to study in a university or graduate school, and attend various kinds of seminars.

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 5
• 3. 용어의 정의 = 6
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 8
• 1. 장학의 일반적 개념 = 8
• 2. 장학의 형태와 방법 = 12
• 3. 자기장학 = 19
• 4. 선행연구 = 26
• Ⅲ. 연구방법 = 31
• 1. 연구 대상 = 31
• 2. 연구의 도구 = 32
• 3. 자료수집 및 처리 = 34
• Ⅳ. 연구 결과 및 해석 = 35
• 1. 자기장학에 대한 의식 = 35
• 2. 자기장학의 실태 = 43
• 3. 자기장학의 활성화 방안 = 57
• Ⅴ. 논의 및 결론 = 65
• 참고문헌 = 73
• 영문초록 = 76
• 부록 = 79