유치원 교사의 전문성 자기평가준거 개발에 관한 기초 연구 = (A) preliminary of kindergarten teachers' professionalism

다국어 초록 (Multilingual Abstract)

For pre-school children, kindergarten teachers are the first instructors to them and its influence is enormous. Since the kindergarten teachers are the head of the class and have the choice of choosing a curriculum, their consequences is more than anything else.
In this study, to strengthen the kindergarten teachers' qualifications, the method called "Self-evaluation of teachers' professionalism" for the current kindergarten teachers has been developed. This method evaluates ability for tasks and teaching activity that the teachers use. To recognize appropriateness and professionalism, this method "Self-evaluation of teachers' professionalism" was developed by study from the past and the voices from the current kindergarten teachers.
The details of the need and purpose of study is following:
First, develop "Self-evaluation of teachers' professionalism" method.
Second, recognize the need of "Self-evaluation of teachers' professionalism" method.
1) How is the quality of questions in the "Self-evaluation of teachers' professionalism" method?
2) How is the criterion of the "Self-evaluation of teachers' professionalism" method?
Third, to see the status of current self-evaluation by using "Self-evaluation of teachers' professionalism" method.
This study is the start of the "Self-evaluation of teachers' professionalism" method and the basic plan for developing the method. In order to recognize the status of current self-evaluation by using "Self-evaluation of teachers' professionalism" method, the method was applied to 200 kindergarten teachers and the result analyzed. Summary of the study is same as following:
First, the basic plan of the method was developed by studying past studies, conference with child education professionals, and pre-observations of current kindergarten teachers. In this study, the teachers' domain was not counted and it was divided into 7 smaller parts regarding teachers' ability for tasks and teaching activity. 7 smaller parts each have evaluation aspects. Through the evaluation aspects, strength and the weakness of the teachers have been supplemented. Self-evaluation of teachers' professionalism" method have 4 questions of teachers' faith and attitude towards their job, 5 questions about their curriculum, 14 questions of teaching activity, 6 questions of evaluating teaching activity, 11 questions of mutual relationship, 5 questions regarding the local society, and 4 questions of administrative ability. Total 7 parts and 49 questions scored from 1 through 5.
Second, to see the suitability of "Self-evaluation of teachers' professionalism" method, appropriateness of the questions and the criterion was studied. To begin with, for appropriateness of the questions, distinction of the questions was focused more than the contents. The experiment for the child education professionals tested the distribution of the answers and standard deviation and the result was satisfactory. Also the result of the experiment for current teachers regarding the distribution of the answers, standard deviation, and t-inspection was satisfactory.
To recognize the suitability of criterion, reliance and adequateness was studied. In reliance, the method's lower parts, Cronbach figures were calculated. The result was .68 for reliance adequateness, .81 for teaching activity, .80 for teaching activity evaluation, .91 for mutual relationship, .76 for family and local society involvement, and .78 for administrative ability. For properness, child education professionals were tested regarding the distribution of the answers and standard deviation and after the inspection of the result, it indicated that the result was suitable.
The part of the "Self-evaluation of teachers' professionalism" method where it indicates the properness of job offer, indicated that Parson figures were distributed big range from .38 through .85 and the correlation of each parts was high, distributed from .64 to .94.
The self-evaluation of "Self-evaluation of teachers' professionalism" method's lower parts indicated highest correlations and the teaching activity evaluation was the lowest. Between those two, Faith, adequateness, administrative ability, curriculum, teaching activity, family and the local society involvement arranged from the highest to the lowest.
Depending on the teachers' background such as the level of education resulted tiny differences in every parts especially in faith and adequateness, but overall, there was not that much differences.
To conclude, such experiment proved that the Self-evaluation of teachers' professionalism" method is appropriate for the evaluating teachers' ability and hopefully this method could be used more widely.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구내용 = 4
• 3. 용어의 정의 = 5
• Ⅱ. 이론적 기초 = 6
• 1. 유치원 교사의 전문성 = 6
• 2. 유치원 교사 평가 = 15
• Ⅲ. 연구방법 = 22
• 1. 조사대상 = 22
• 2. 연구도구 = 23
• 3. 연구절차 = 23
• 4. 자료분석 = 25
• Ⅳ. 연구결과 = 27
• 1. 시안의 개발 = 27
• 2. 시안의 적절성 = 33
• 3. 시안에 대한 적용결과 = 44
• Ⅴ. 요약 및 논의 = 54
• 1. 요약 = 54
• 2. 논의 = 56
• 참고문헌 = 60
• 부록 = 64
• Abstract = 93