예비유아교사의 교육실습불안에 대한 자기효능감과 교사이미지의 영향 = The Effect of Self-Efficacy and Teacher’s Image on Student Teachers’ Practicum Anxiety

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate early childhood student teachers’ practicum anxiety on the basis ofthe teacher’s image and self-efficacy during their practicum. The participants of this study were 499 studentteachers who were enrolled in the department of early childhood education in a college or a university andhad completed the practicum in Daejeon metropolitan city or the Chungcheong area. The instruments forthis study were the Teacher’s Image Scale, Practicum Anxiety Scale, Self-efficacy Scale, and a questionnairefor socio-demographic variables. The collected data were analyzed by using a t -test, F test, Pearson's partialcorrelation, and multiple regression with SPSS software (version 20.0). The results were as follows: First, thestudent teachers expressed higher practicum anxiety in a provincial area than in metropolitan city, and theirself-efficacy was higher in public kindergarten than in private kindergarten. Further, the highest level of theteacher’s image was obtained in the case of student teachers who enrolled in a 2- or 3-year college programand completed the practicum in the metropolitan city. Second, there was a significant negative correlationbetween the sum of student teachers’ practicum anxiety and their professional skills of teacher's image aswell as significant correlations between the sum of student teachers’ practicum anxiety and their self-efficacy,except self-control efficacy. Finally, the student teachers’ practicum anxiety was found to be 17.5%-24.4% andwas explained the most by the confidence of self-efficacy.

참고문헌 (Reference)

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