유치원 교사들의 유아 포트폴리오 활용실태 = Kindergarten portfolio management in Kyunggi-Do, South Korea

국문 초록 (Abstract)

본 연구는 유치원에서 유아 포트폴리오를 어떻게 활용하고 있는지를 알아보기 위하여 실행되었다. 본 연구의 대상은 경기도 A시에 소재하고 있는 유치원교사 112명을 대상으로 설문조사를 실시하였으며, 30곳의 유치원에서 포트폴리오를 수집하여 교사들이 실제 유아 포트폴리오를 어떻게 활용하고 있는지를 분석하였다. 설문지조사와 포트폴리오를 분석한 결과, 대부분의 유치원교사들이 유아작품을 모으고 있었으나, 내용구성의 획일성과 교사의 평가기록부재, 그리고 유아의 수행에 있어서 진보를 보여주는 조직성이 결여되어 있어 대안적인 평가도구로서 기능하기는 어려울 것으로 보였다.

다국어 초록 (Multilingual Abstract)

The use of portfolios, particularly in the early years, has been heralded as an accurate means of assessing development because the items in them (the actual productions of the students) are collected over time and thus allow for an evaluation in terms of progress. But does the actual management of portfolios live up to the claims of accuracy? What does kindergarten portfolio management look like in practice? This study looked at kindergarten portfolio management in Kyunggi-Do, South Korea. Questionnaires were given to 211 kindergarten teachers and the data analyzed by frequencies, percentiles, and then, a chi-square test. In addition, 30 portfolios were also collected and analyzed. The findings of this study are as follows: In the questionnaire, 1. teachers (82.4%) responded that they collected children's portfolios, filed then (73.2%), and intended to send them to parents (37.5%). Teachers reported that the contents of the children's portfolio contained the children's drawings, pictures and language and math activity papers. 76.8% of the teachers reported that they did not write any comments on the students' work in the portfolios. 2. Most of the portfolios examined contained children's pictures, and language and mathematics' activity papers. Worksheets comprised the bulk of the items selected for inclusion in the portfolios. There were no contextual comments by the teachers.