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유치원 1급 정교사 자격연수에 대한 유치원 교사의 인식
윤기영,김경숙 서원대학교 2004 敎育發展 Vol.23 No.2
The in-service education for kindergarten teachers has been developed rapidly in korea with the recognition of the importance of early childhood education. The quality of teachers could be improved by in-service education during their works in kindergarten. The purposes of this study were to find out their expections, change and problems of in-service education for kindergaten teacher's qualification. And to recommend ideas in order to remedy these problems. As result, 1. about the in-service education for qualification, most kindergarten teachers has been hopeful and rarious expectation. 2. through the in-service education for qualification they were changed in recognition of teachers role, built confidence, enriching reflect thinking etc. 3. it also had many problems, for example, curriculum, lecturer period, offical business costs etc for kinderarten teachers. In conclusion, the in-service education for kindergarten teacher qualification is an important and useful part on developing professional abilities of teacher. There fore to improve the in-service education, more positive supports and efforts are required.
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윤기영,정현숙,류칠선 서원대학교 교육연구소 2001 敎育發展 Vol.20 No.2
The purpose of this study was to develop a in-service teacher education program for student teaching in early childhood education center in order to reinforce student teacher's educational role for improving their student teaching. In this paper, the sample consisted of 20 early childhood professionals who have experienced at least 3 years in students teaching program. The survey was administered using the Delphi method. The study explored the objectives, contents, administration and method, and evaluation of the developed program. We also attempt to outline the present conditions and problems on student teaching in early childhood education center. As a conclusion, the program have to assist the able kindergarten teacher for understanding student teacher correctly, to consist and administrate a practicum program with systematic support.
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윤기영,서지영 서원대학교 교육연구소 2001 敎育發展 Vol.20 No.1
The purpose of this study is to examine research trends in the field of parent education program in Korea, by analyzing studies on the parent education program from 1985 to 2000. For the fulfillment of object, the contents of this study have been categorized and analyzed 5 topics : 1) The needs and requirement on the parent education program. 2) The present conditions of parent education program. 3) The contents of parent education program. 4) The development process of parent education program. 5) The efficiency of parent education program. As result, this study showed suggestion regarding the future studies which are asked in the field of parent education program study following this ; 1) Need of the specific and theoretical study on the parent education program. 2) Need of developing early childhood education center - home based parent education program. 3) Study of parent's needs, desire, developmental stage, etc.
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윤기영,김경숙 서원대학교 교육연구소 1993 敎育發展 Vol.12 No.1
The purpose of this study are to examine kindergarten's extended-day program(KㆍEㆍP) and to project the concept and the basic direction of KㆍEㆍP management. The study includes analysis of awarness, attitude, and needs of participants for KㆍEㆍP. The resuts of this study are as follows; 1.The KㆍEㆍP means 1-3 hour educational activities with care service which is added to regular program in afternoon to increase learning experience of children. 2.The KㆍEㆍP is developed by participant's change of awarness and needs. 3.Compared with regular program, the KㆍEㆍP has special characters such as diversity, extra curricular activity, complex, extended hour and lunch time. 4.The KㆍEㆍP is practiced in many private kindergarten's popularly. 5.Intergrated project approach is a meaningful method for KㆍEㆍP. 6.Curriculum localized is necessary to the KㆍEㆍP. 7.The direction for suitable KㆍEㆍP management is, 1) to found program development and management on localized curriculum with children, parents, family, local community and each kindergarten's empathy. 2) to exercise the program more widely and deeply during the extended hour than in the morning. 3) to pursue the diversity and spontaneousness of children through real life experience. 4) to make a integreation between education and care as well life experience view and logical view. 5) to have flexibility according to the change of situation in grouping and forming the program.
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윤기영 서원대학교 교육대학원 1999 교육논총 Vol.3 No.-
Parents experience a qualitative change in terms of relationship with their children when they start to attend the first educational institute, namely, kindergarten. Parents' role as a 'Hakbumo', whose chilren are attending school, could be quite different from parents' general role at home. Therefore, it might be needed to investigate the 'Hakbumohood''s trasition process and the role performance through various perspectives for understanding the kindergarten hakbumo's necessary and desirable. The purpose of this study was to categorize the hakbumo types in three dimensions: such as parents' perception on the importance of hakbumo's role, hakbumo's role performance level, and parents' perception on the satisfaction level. The result of this study, it was confirmed that two- dimensional categorizing can make a 4 types of hakbumo and three - dimensional categorizing can make a 8 types of hakbumo. And, each types have a different characters which express the parent's itself as hakbumohood. So, it might be concluded that developing a individualized guidance program for each parents' type and preparing basic materials for investigate the hakbumohood as hakbumo's role performance.
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윤기영 한국유아교육학회 1997 유아교육연구 Vol.17 No.2
자녀가 유아교육기관에 다니게 되어 '학부모 역할'을 수행하게 되는 학부모됨은 예전에 비해 그 시작시기가 점차 빨라지고 있고, 더 넓은 영역에서 더 많은 변화를 수반하면서 부모에게 다양한 긍 · 부정적 경험을 하게 한다. 그래서 학부모됨은 새로운 의미 부여가 요구되는, 부모됨에 이은 또 하나의 어렵고도 중요한 전이(전환)이라고 볼 수 있다. 그러므로 학부모됨의 의미를 다시 살펴보고, 그 전이과정의 적응 내지 대응에 적절한 도움을 줄 수 있도록 다양한 연구와 창조적 부모교육 프로그램 개발이 필요하다. The purpose of this study was to investigate the change of parent's role and their thoughts on the meaning of the transiton into Hakbumohood(parents involvement in a child's education), and differences in awareness after the transition. For the purpose, a sample test was conducted on 115 school principals, 168 teachers, 329 mothers, and 298 fathers in an early childhood education center, using structured questionnaires. The major findings were as follows: 1. Parents experienced new tasks and various changes during the transition into Hakboomohood. 2. A mother's awereness of the Hakbumo's role was higher than that of the father's. 3. Most parents possess outlooks on Hakboomohood but do not have the satisfaction of seeing their values put into practice. 4. Most of the respondents thought that 'choosing the early childhood eduction center' was the beginning of Hakbumohood 5. Follow-up studies and the development of new parent education programs are needed to support the parents in their transtion into Hakbumohood.
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윤기영 한국영유아보육학회 2004 한국영유아보육학 Vol.0 No.38
통일교육과 전통문화교육 각각의 교육과정 운영상의 흐름과 문제점 및 시사점을 살펴 보고, 그 문제점들에 근거해서 통일교육의 일환으로 민족문화전승 - 특히 유아를 위한 전통문화교육을 실시하면서 나타나고 있고, 또 나타날 수 있는 과제를 살펴보았다. 그 결과 교사의 자질 및 능력제고 문제와 앞으로 남북이 공유하면서 계승 발전시켜야 할 민족전통 문화 본질의 확인, 남북의 같음 못지않게 다름을 수용할 수 있는 문화상대주의와의 조화, 또 유아 삶 중심의 문화교육, 그리고 교육실제에서 제기되는 여러 오류와 같은 문제들이 유아통일 교육을 위한 전통 문화교육 적용상의 과제가 됨을 알 수 있었다. 또, 논의과정을 통하여 그 과제에 대한 대응방안으로 교사교육의 강화, 남북 공동의 노력을 통한 전통문화교육프로그램 개발, 다문화교육을 통한 통합 추구, 사회변화에 따른 인식의 변화와 더불어 교육현장의 환경개선과 교사의 지속적인 발전 노력이 필요하다. In this paper, I attempt to outline the present problems and tasks of 'reunification education' through traditional culture education in early childhood education center. After the investigation of literature, I find that five tasks ; 1) how to change the teacher, 2) how to choose the common traditional culture between South and North Korea, 3) how to accept the mutual homogeneity and heterogeneity, 4) how to educate for child - centered, 5) how to improve educational environment. In order for reunification education through traditional culture education to succeed, systematic programs for national - traditional culture should be developed, education about traditional culture and national reunification should be reinforced for teachers, operate the anti - bias curriculum and multi - cultural education for authentic harmony, offering a workshop for the nhancement of expertise and eagerness of teachers and effort of teacher self for change consciousness, and support for improve the educational environment.
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