성인 학습자로서 유아교사의 자기조절학습에 대한 고찰 및 교사교육을 위한 시사점 모색 = Review of the Concept of Self-Regulated Learning for Early Childhood Teacher and Implications for Teacher Education

국문 초록 (Abstract)

본 연구에서는 유아교사의 자기조절학습 능력이 아동 및 청소년의 자기조절학습과는 구별되는 심리적 구인이라는 이론 및 연구결과에 근거하여 성인 학습자로서 유아교사의 자기조절학습에 대한 교육적 개념, 발달 특성, 교육 프로그램 등에 대해 고찰하였다. 이를 통해 성인 학습자로서 유아교사는 자기조절학습의 구성요인에 있어 학령기에 있는 중· 고등학생 및 대학생들과는 차별화되는 인지적, 동기적, 행동적 조절 능력을 갖고 있는 것을 알 수 있었다. 또한 자기조절학습 능력의 발달은 다차원적인 학업적성의 복합체로서 후천적으로 계발 되는 것이기 때문에 성인 학습자로서 유아교사의 특성을 고려한 교육환경과 지원전략이 요구됨을 알 수 있었다. 이상의 이론적 고찰을 토대로 성인 학습자로서 유아교사의 자기조절학습 능력 증진을 위한 교사교육 시사점을 도출하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to review recent research and psychological theory on the self-regulated learning of teachers. This study investigated the meta-cognitive, motivational, and behavioral factors of self-regulated learning through current research. The importance of cognitive and meta-cognitive strategies for better self-regulated learning was reviewed. Regarding motivational factors, goal orientation was discussed as one of key factors for supporting self-regulated learning. The current research examining behavioral factors of self-regulated learning focuses on time management in conducting tasking and academic procrastination. Research findings emphasize that for efficiently supporting teachers' self-regulated learning, the researcher or teacher educators needs to consider the differences of characteristics in self-regulated learning between adult learners, especially teachers, and adolescents or children. Based on the review discussed above, the implications for teacher education and future directions for research are discussed.

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