예비유아교사의 교육실습에 대한 인식유형연구 : Q-방법론적 접근 = A Study on the Styles of Pre-Service Early Childhood Teachers’ Perceptions of Educational Practices

다국어 초록 (Multilingual Abstract)

Early childhood is an optimal period of human growth and development. Young children in that period is in the state of developmental sensitivity. Throughout the period, young children usually spend much of time with early childhood teachers. In other words, those teachers have important influences on those in their early childhood even more than in any other periods. In a similar vein, the more recognized the importance of early childhood education, the more stressed the qualities of early childhood teachers are. This suggests the need of processes through which pre-service early childhood teachers raise and develop their qualities and specialities which are really appropriate for being truly professional. Here, the very key of the processes is educational practices. By the way, most prior researches on educational practices used a closed-ended questionnaire to determine pre-service teachers’ perceptions of such practices or focused only on changes before and after the practices were implemented.
The purpose of this study was to examine pre-service early childhood teachers’ perceptions of educational practices, categorizing those perceptions into different styles and determining characteristics of each of the styles.
For the above purpose, the study set the following research questions.
Research question 1. How are the styles of pre-service early childhood teachers’ perceptions of educational practices?
Research question 2. What are the characteristics of each of the foresaid styles?
This study was proceeded in the following.
First, the study reviewed literature and prior studies, and conducted an open-ended questionnaire survey, Thorough these moves, Q population was formed. Out of that population, then, 40 Q samples were drawn out, based on which Q cards and Q distribution were made. Second, this study selected 44 students of early childhood education who were attending colleges located in Busan and Gyeongnam, and designated them as P samples. Third, the study sorted out Q cards, and recorded the reasons why some statements were most agreed by the above students and those why other statements were least agreed by the participants. Fourth, data were treated and analyzed in accordance with the QUANL Program.
The findings of this study can be summarized as follows.
First, pre-service early childhood teachers’ perceptions of educational practices had 4 styles.
Second, according to the characteristics of those styles, the 1st style was referred here to as ‘the application of theories’ in which educational practices are perceived by pre-service early childhood teachers to make them try applying theories in practical ways and learn practical knowledges, the 2nd style as‘the opportunity of future career consideration and concerns’ in which pre-service early childhood teachers find educational practices providing them the opportunity to consider their career of the future and causing them to worry out upcoming practices, the 3rd style,‘growth through new learning’in which pre-service early childhood teachers think of educational practices as the process through which they learn other things than before along with experiences related to child development and the 4th, ‘preparation for being a professional teacher’ in which educational practices are taken by pre-service early childhood teachers as the stage where they prepare themselves to become truly professional and experience teaching the actual classes of young children.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어의 정리 6
• 4. 연구의 제한점 7
• Ⅱ. 이론적 배경 8
• 1. 교육실습 8
• 2. 교육실습과 예비유아교사 15
• 3. 선행연구 18
• Ⅲ. 연구방법 22
• 1. 연구대상 22
• 2. 연구도구 23
• 3. 연구절차 24
• 4. 자료분석 32
• Ⅳ. 결과 및 해석 34
• 1. 예비유아교사의 교육실습에 대한 인식 유형 34
• 2. 예비유아교사의 교육실습에 대한 인식 유형별 특성 37
• Ⅴ. 논의 및 결론 70
• 1. 논의 70
• 2. 결론 및 제언 74
• 참고문헌 76
• ABSTRACT 85
• 부록 88