幼稚園 敎員의 現職硏修體制 改善方案에 關한 硏究 = (A) Study on the Methods to Improve the In-service System for Training the Kindergarten Teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore the new directions of the in-service training system for the kindergarten teachers. This study intends to search for the improvement methods and present better system through analyzing the current status and problems of the training system.
This study to achieve the purpose is focused on the problems and suggesting a remedy for the existing training system for the kindergarten staffs as followings:
First, what are the problems of the opportunities for training and what is needed to improve the problems?
Second, what are the problems of the training methods and what is needed to improve the problems?
Third, what are the problems of the training contents and what is needed improve the problems?
Fourth, what are the problems of the performance recording system for training and what is needed to improve the problems?
Fifth, what are the problems of the supports for training and what is needed to improve the problems?
The previous research experimenters and outputs such as the 22-listed questionnaire by Lee Seok Yoon(1999) were very helpful for this study. This survey was conducted by selecting 290 teaching staffs consists of kindergarten teachers, principals and vice-principals in Jeollabuk-do and making them answer to the questionaire. Furthermore, the collected data were analyzed statistically by the application program SPSS/PC^(+).
The major conclusions of this study on the basis of the results of data analysis are as follows:
First, most of the teaching staffs think that they have taken part in the training courses to advance their professional abilities and had appropriate opportunities for the training.
Second, teachers who have high careers wanted qualification training needed for their promotion, on the other hand, teachers haying low careers wanted training related to their jobs. And most of the teaching staffs preferred vacation period as the best time for training.
Third, many teaching staffs considered both institute-controlled and self-regulated training system as the most desirable training styles. The institute-controlled training is preferred by teachers having low careers, and the self-regulated training is prefered by teachers with high careers.
Fourth, the more teachers have careers, the more they are aware of the score-recording system on the basis of training and study performances. But both of the groups, teachers and teaching staffs, had no objection against the score-recording management system.
Fifth, most of the teaching staffs were satisfied with the current training system helping themselves enhance thier professional abilities and inspire the sense of duty as teaching staffs.
In conclusion, the current training is needed to get rid of the formalities of the traditional in-service training and teaching staffs should be provided with more opportunities to improve their individual or professional abilities through the financial support of training expensesThe purpose of this study is to explore the new directions of the in-service training system for the kindergarten teachers. This study intends to search for the improvement methods and present better system through analyzing the current status and problems of the training system.
This study to achieve the purpose is focused on the problems and suggesting a remedy for the existing training system for the kindergarten staffs as followings:
First, what are the problems of the opportunities for training and what is needed to improve the problems?
Second, what are the problems of the training methods and what is needed to improve the problems?
Third, what are the problems of the training contents and what is needed improve the problems?
Fourth, what are the problems of the performance recording system for training and what is needed to improve the problems?
Fifth, what are the problems of the supports for training and what is needed to improve the problems?
The previous research experimenters and outputs such as the 22-listed questionnaire by Lee Seok Yoon(1999) were very helpful for this study. This survey was conducted by selecting 290 teaching staffs consists of kindergarten teachers, principals and vice-principals in Jeollabuk-do and making them answer to the questionaire. Furthermore, the collected data were analyzed statistically by the application program SPSS/PC^(+).
The major conclusions of this study on the basis of the results of data analysis are as follows:
First, most of the teaching staffs think that they have taken part in the training courses to advance their professional abilities and had appropriate opportunities for the training.
Second, teachers who have high careers wanted qualification training needed for their promotion, on the other hand, teachers haying low careers wanted training related to their jobs. And most of the teaching staffs preferred vacation period as the best time for training.
Third, many teaching staffs considered both institute-controlled and self-regulated training system as the most desirable training styles. The institute-controlled training is preferred by teachers having low careers, and the self-regulated training is prefered by teachers with high careers.
Fourth, the more teachers have careers, the more they are aware of the score-recording system on the basis of training and study performances. But both of the groups, teachers and teaching staffs, had no objection against the score-recording management system.
Fifth, most of the teaching staffs were satisfied with the current training system helping themselves enhance thier professional abilities and inspire the sense of duty as teaching staffs.
In conclusion, the current training is needed to get rid of the formalities of the traditional in-service training and teaching staffs should be provided with more opportunities to improve their individual or professional abilities through the financial support of training expenses

목차 (Table of Contents)

• 목차 = ⅰ
• 1. 서론 = 1
• A. 문제의 제기 = 1
• B. 연구목적 및 연구내용 = 4
• C. 연구의 제한 = 4
• Ⅱ. 이론적 배경 = 5
• A. 교원의 현직연수 = 5
• 1. 현직연수의 개념 = 5
• 2. 현직연수의 필요성과 목적 = 8
• 3. 교원 현직연수의 유형 = 11
• B. 교원의 성장발달과 현직연수 요구 = 15
• 1. 현직연수 요구의 이해를 위한 틀 = 15
• 2. 교원의 성장발달에 따른 현직연수 요구의 변화 = 16
• 3. 현직연수의 절차 및 방법 = 19
• C. 효과적인 현직연수 프로그램의 특징 및 발전동향 = 24
• 1. 효과적인 현직연수 프로그램의 특징 = 24
• 2. 현직 연수의 발전 동향 = 27
• 3. 현직연수 프로그램의 작성 = 29
• 4. 현직연수의 주요 문제 = 30
• Ⅲ. 연구 방법 = 34
• A. 연구의 대상 = 34
• B. 조사 대상자의 일반적 특성 = 34
• C. 조사도구 및 내용 = 35
• D. 자료 수집 및 처리 = 36
• Ⅳ. 결과 및 해석 = 37
• A. 연수 기회 = 37
• B. 연수 방법 = 41
• C. 연수 내용 = 45
• D. 연수 학점 = 50
• E. 연수 지원 = 57
• Ⅴ. 요약, 결론 및 제언 = 64
• A. 요약 = 64
• B. 결론 = 66
• C. 제언 = 68
• 참고문헌 = 69
• ABSTRACT = 72
• 부록 = 75