교대생의 초등교원 역할정체감 형성을 위한 멘토링 프로그램 개발 및 효과

국문 초록 (Abstract)

본 연구는 교대생의 초등교원 역할정체감 형성을 위하여 멘토링 프로그램을 개발하고 그 효과를 알아보고자 하였다. 이를 위하여 1년차 연구에서는 교대생의 초등교원 역할정체감을 측정하는 척도를 개발하고,그 타당성을 검증하였다. 2년차 연구에서는 멘토링 프로그램을 개발하기 위한 선행 작업으로서 교대생의 초등교원 역할정체감에 영향을 주는 멘토링 기능(심리사회기능,진로개발기능, 역할모델기능,우정보호기능)의 직ㆍ간접적인 관련성을 분석하였다.그리고 지금까지 수행된 3년차 연구에서는 교대생의 초등교원 역할정체감 형성을 위한 멘토링 프로그램 내용 및 그 실시 절차를 구안하였고,멘토링 프로그램의 효과분석을 위한 멘토링 기능 척도를 개발을 하였다.

다국어 초록 (Multilingual Abstract)

1. The purpose of study
The purpose of this study was to develop and effect of mentoring program for elementary teacher role-identity formation of the students in education university.
2. The content and method of study
1) The first study was to develop and validate of the role identity scale for pre-elementary school teacher. The research collected preliminary data from 283 education college students' responses for item and scale quality analyses, and collected 539 education college students' for item and scale quality analyses, and 244 elementary teachers' responses for validation. Data were analyzed to obtain item quality ,reliability, and validity analysis.
2) The second study was to analyze about function of mentoring effecting the role identity for pre-elementary school teacher. The research subjects were 389 students of education university in Pusan. The analysis of covariance structure by AMOS4.0 was employed to examine the research questions.
3) The third study was to develop and effect of mentoring program for elementary teacher role-identity formation of the students in education university. The research collected preliminary data from 219 college students' responses for item and scale quality analyses, and collected 289 college students' for item and scale quality analyses. Data were analyzed to obtain item quality, reliability, and validity analysis.
3. The results of study
1) The results of the first study were as follows; The role identity scale of pre-elementary school teacher was defined by 3 factors. The 3 factors were ‘role performance’, ‘role recognition’, ‘role confusion’. The results of the confirmatory factor analysis confirmed three sub-scales in the role identity scale for pre-elementary school teacher. The result of item quality analysis using correlation analysis revealed that the items had reasonably good discrimination and location indices. Convergent and discriminant validity evidence was also obtained from the correlation analysis of the sub-scales in the two scales.
Criterion-related validity evidence was obtained from the correlation analysis as the criterion measures. Cross validity evidence was obtained from the confirmatory factor analysis in elementary teachers.
2) The results of the second study were as follows. The concept [Model2] on the basis of pre-researches was fit test model. On the basis of the concept [Model2], function of psycho-social support effected to directly the function of career development, the function of role modeling and the role identity for pre-elementary school teacher. And the function of psycho-social support effected to indirectly the role identity by the function of career development and role modeling. Also the function of career development effected to directly the role modeling and role identity, indirectly the role identity by the function of role modeling. Therefore this study suggested the function of psycho-social support and career development of mentoring are significantly variables to facilitate the role identity achievement of pre-elementary school teacher.
3) The results of the study were as follows; The mentoring-function scale was defined by 4 factors. The 4 factors were ‘psycho-soical','career-development', 'role-modeling','friendship'.There were relation mentoring-function scale with careeridentity of college students.

국문 초록 (Abstract)

Ⅰ.연구목적 및 배경
Ⅱ.연구내용 및 방법(범위)
1.1년 차 연구내용 및 방법(범위)
2.2년 차 연구내용 및 방법(범위)
3.3년 차 연구내용 및 방법(범위)
Ⅲ.중단된 현재까지의 연구진행 내용 및 결과
1.1년 차 연구내용 및 결과
2.2년 차 연구내용 및 결과
3.3년 차 연구내용과 방법 및 진행 상황
Ⅳ.향후 연구결과의 기대효과 및 활용방안
1.교육서비스의 상호성
2.양성교육기관에서의 교육적 함의
3.타학문 및 교육학 분야에서의 학문적 기여
참고문헌
부록