사전교육의 필요성에 대한 유아교사들의 인식: 충북권 유아환경교육관 사례를 중심으로

김경철,김영식,은연아,진다희 한국환경교육학회 2020 環境 敎育 Vol.33 No.2

Focused on the case of the early childhood environment education center in Chungbuk, we would like to find out early childhood teachers' perception on the necessity of pre-education. Through this, the purpose is to explore the necessity and direction of pre-education. It conducted interviews with 16 early childhood teachers who had visited the early childhood environment education center in Chungbuk and conducted pre-education for early childhood. The results obtained from the analysis of the interview are as follows: First, pre-education is necessary to fully understand the contents and to induce interest. Second, pre-education is made by adding various efforts of teachers. Third, environmental education after pre-education can raise concern for both teachers and early childhood. Thus, the conclusions of this study are as follows: First, through the case of the early childhood environmental education center in Chungbuk, pre-education needs to be applied not as an option but as a necessity. Second, in order to apply environment education to early childhood, teachers are required to make various attempts such as informing early childhood of prior knowledge or paying attention to the surrounding environment and animals. Third, it is expected that the addition of the experience of pre-education and the actual experience of the early childhood environmental education center in Chungbuk will be more effective in changing not only early childhood but also adults' environmental knowledge, skills, attitudes toward the environment. 충북권 유아환경교육관 사례를 중심으로 사전교육의 필요성에 대한 교사들의 인식을 알아보고자 한다. 이를 통해 사전교육의 필요성과 방향성을 탐색하는데 목적이 있다. 충북권 유아환경교육관 방문한 경험이 있고, 유아를 대상으로 사전교육을 실시한 교사 16명에게 면담을 실시하였다. 면담의 분석을 통해 얻은 결과는 다음과 같다. 첫째, 충분한 내용 이해, 흥미 유발을 위해 사전교육은 필요하다. 둘째, 사전교육은 유아교사의 다양한 노력이 가미되어 만들어진다. 셋째, 사전교육 후 환경 교육은 유아교사와 유아 모두의 관심을 높일 수 있다. 이에 본 연구의 결론은 다음과 같다. 첫째, 충북권 유아환경교육관 사례를 통해 사전교육은 선택이 아니라 필수적으로 적용할 필요가 있다. 둘째, 유아에게 환경교육을 적용하기 위해 멸종위기동물, 환경에 대해 유아교사는 유아에게 사전 지식을 알리거나, 주변 환경과 동물에 관심을 갖는 등의 교사의 다각적 시도가 요구된다. 셋째, 궁극적으로는 사전교육의 경험과 실제 충북권 유아환경교육관 경험이 더해지면 더욱 효과적으로 유아뿐만 아니라, 성인의 환경적 지식 습득, 환경을 위한 기술, 환경을 대하는 태도를 변화시킬 수 있는 가능성이 있으리라 기대한다.

영유아교사의 유아예술교육에 대한 인식 및 요구 분석

김민정(Min-Jung, Kim) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.5

본 연구는 영유아교사의 유아예술교육에 대한 인식 및 요구를 탐구하는데 목적이 있다. 수도권 지역의 영유아교사 234명을 대상으로 구글 온라인 설문지와 오프라인 설문지를 배부하여 2019년 9월 16일부터 10월 18일까지 자료를 수집하였다. 영유아교사의 배경변인에 따른 유아예술교육에 대한 인식과 요구를 SPSS 21.0 통계 프로그램을 사용하여 빈도, 백분율, χ2검증을 통해 분석했다. 본 연구의 연구결과 첫째, 영유아교사의 유아예술교육에 대한 인식을 살펴보면, 유아예술교육의 ‘개념 인식’은 학력, 경력, 근무지, 담당아동연령, 연수경험, 예술에 대한 관심도에 따라, 유아예술교육의 ‘중요도 인식’은 연령, 학력, 연수경험, 예술에 대한 관심도에 따라, 유아예술교육의 ‘필요도 인식’은 연령, 담당아동연령, 연수경험, 예술에 대한 관심도에 따라 유의미한 차이를 나타냈다. 따라서, ‘유아예술교육 연수경험’과 ‘예술에 대한 관심도’는 영유아교사의 유아예술교육의 개념, 중요성, 필요성 인식과 관계가 있음을 알 수 있다. 둘째, 영유아교사의 유아예술교육에 대한 교사교육 요구를 살펴보면, ‘교사교육 참여’는 연령, 담당아동연령, 연수경험, 예술에 대한 관심도에 따라, ‘교사교육 내용’은 경력에 따라, ‘교사교육 지원방안’은 영유아 교육기관유형에 따라 유의미한 차이를 나타냈다. The purpose of this study is to explore the perceptions and demands of early childhood art education for early childhood teachers. Data were collected from September 16 to October 18, 2019 by distributing Google online and offline questionnaires to 234 early childhood teachers in the metropolitan area. The perception and demand for early childhood art education according to the background variables of early childhood teachers were analyzed through frequency, percentage, and χ2 verification using the SPSS 21.0 statistical program. Results of this study First, looking at the perception of early childhood art education of early childhood teachers, the ‘concept recognition’ of early childhood art education is based on education, career, work place, age of the child in charge, training experience, and interest in art. ‘Recognition of importance’ of education showed a significant difference according to age, academic background, training experience, and interest in art, while ‘recognition of necessity’ of early childhood art education showed a significant difference according to age, age of the child in charge, training experience, and interest in art. Therefore, it can be seen that the ‘early arts education training experience’ and ‘the degree of interest in art’ are related to the concept, importance, and necessity of early childhood art education. Second, looking at the teacher education needs for early childhood art education, ‘teacher education participation’ depends on age, child age in charge, training experience, interest in art, ‘teacher education content’ according to career, and ‘teacher education support plan’ showed significant differences according to the type of children s educational institution.

한국과 핀란드의 유아교육제도 및 유아교사 현직교육 비교

오교선,이병환 인하대학교 교육연구소 2019 교육문화연구 Vol.25 No.5

The purpose of this study was to derive implications for improvement of in-service education of early childhood teachers in Korea based on the results of the comparison of systems and characteristics of the early childhood education in Korea and Finland and comparison of the in-service education of early childhood teachers of both countries. For that, we collected and analyzed the data obtained from the websites of both countries' competent ministries associated with early childhood education and the latest available related data. The results of this study were as follows: First, it was found that Finland achieved the integration of early childhood education and childcare in 2013 and was operating a stable early childhood education system, unlike Korea that was in the process of integration of early childhood education and childcare. In addition, the in-service education of early childhood teachers in the two countries showed difference in terms of motivation of participation, contents of education, and method of education. Second, integration of early childhood education and childcare was found to be urgent in Korea. The in-service education of early childhood teachers in Korea would need to take new approaches strengthening the motivation for spontaneous participation, research-oriented contents, and learning community-based methods in order to improve the specialization of early childhood teachers, shifting away from passive participation motivation, goal-oriented contents and individual training methods. 본 연구는 한국과 핀란드의 유아교육제도와 특징을 살펴보고, 양국의 유아교사 현직교육을 비교하여 이를 바탕으로한국의 유아교사 현직교육 개선을 위한 시사점을 얻고자 하는데 목적이 있다. 이 연구목적 달성을 위해 양국의 유아교육관련 주무부처 홈페이지와 이와 관련한 최신의 자료를 수집하여 분석하였다. 연구결과 첫째, 유아교육·보육의 일원화를추진하고 있는 한국과 달리 핀란드는 2013년 유아교육·보육의 일원화를 달성하여 안정적인 유아교육 체제를 갖추고있음을 확인할 수 있었다. 또한 양국의 유아교사 현직교육은 참여동기, 교육내용, 교육방법 측면에서 차이가 있었다. 둘째, 한국은 유아교육·보육의 일원화가 시급하며, 한국의 유아교사 현직교육의 나아갈 방향은 유아교사들의 수동적참여 동기, 목적 지향적 내용, 개별 연수 방법에서 벗어나 유아교사들의 전문성 향상을 위한 자율적 참여 동기, 연구지향적 내용, 학습공동체적 방법의 접근이 필요하다.

Early Childhood Teacher’s Perceptions and Needs for Storytelling Mathematics Education

( Lee Kyung-eun ),( Seo Hyun-ah ) 한국유아교육학회 2017 정기학술대회 논문집 Vol.2017 No.1

In order to effectively apply the storytelling mathematics education in early childhood education, it is necessary to understand the teacher’s perceptions and needs. Therefore, this study aims to provide basic data for effective application of storytelling mathematics education by looking at early childhood teacher’s perceptions and needs for storytelling mathematics education. This study was conducted on 239 early childhood teachers in kindergartens and day care centers in Busan and Yangsan. Using the questionnaire developed by Lim, Yeon-Hwa(2016), used the early childhood teacher’s storytelling mathematics education questionnaire developed by researcher. The frequency and percentage were calculated for the questionnaire items using SPSS (Statistical Package for the Social Science) 23.0 program. The results of this study suggest that early childhood storytelling mathematics education is needed for interest and curiosity about mathematics and improve overall thinking ability. In order to activate the early childhood storytelling mathematics education in early childhood education, it was found that the development and dissemination of teaching media, teacher education and training are the most necessary. In order to systematize the early childhood storytelling mathematics education, the development and dissemination of the teaching media should be carried out at the government level, and teacher education and training should be conducted to raise the understanding of early childhood teachers.

유아 문화예술교육에 대한 어머니의 인식과 가정의 유아 문화예술교육 실천에 대한 연구

안혜령,류미향 한국문화교육학회 2022 문화예술교육연구 Vol.17 No.4

This study conducted a survey on 401 mothers with children in early childhood in Busan. It aimed to examine the mothers' awareness of early childhood culture and arts education, the family's cultural and artistic experience, and the current status of the use of culture and arts education programs, and to explore the relationship between their awareness and practice. The following results were derived through statistical analysis using SPSS 25.0. First, the mother recognized the importance of early childhood culture and arts education very highly and considered the development of cultural and artistic sensibilities and emotional stability, cultivation of creativity, and enhancement of expressiveness as reasons for its importance. Second, the mothers' satisfaction with early childhood culture and arts education provided by kindergarten or daycare centers and with the contents of local cultural facilities were generally high. Third, the frequency of the family cultural and artistic experience was occasionally, and the representative cultural facilities visited were in the order of historical sites, museums, and art galleries. Forth, the families with children in early childhood used early childhood culture and arts education for children, and the number of times was slightly less than one, the average. The most preferred type of program was art, and the use of a private academy was the most favored. Fifth, the higher the mother perceived the importance of early childhood culture and arts education, the more she tended to experience family cultural and artistic activities and to use early childhood culture and arts education programs. Based on this result, we discussed the need for parent education on culture and arts and early childhood culture and arts education. We also suggested improving the quality of early childhood culture and arts education through mutual cooperation among families, institutions, and local communities. 본 연구는 유아 문화예술교육에 대한 어머니의 인식, 가정의 문화예술교육 실천에 대해 살펴보고 인식과 실천 간의 관계를 탐색해보고자 부산시 유아 어머니 401명을 대상으로 설문조사를 실시하고 SPSS 25.0을 활용한 통계분석을 통해 다음의 결과를 도출하였다. 첫째, 어머니는 유아 문화예술교육의 중요성을 매우 높게 인식하고 있었으며, 감성 발달 및 정서적 안정, 창의성 함양과 표현력 신장 등을 중요성의 이유로 여겼다. 둘째, 유아교육기관의 유아 문화예술교육과 지역문화시설 콘텐츠 각각에 대한 어머니의 만족도는 대체로 높았다. 셋째, 가족 문화예술 경험 빈도는 가끔 하는 수준이었으며, 방문한 대표적인 문화시설은 역사유적지, 박물관, 미술관 순이었다. 넷째, 유아가정에서는 평균 1개보다 약간 적은 수준으로 유아 문화예술교육 프로그램을 이용하였고, 그 유형으로는 미술이, 진행방식으로는 사설학원 이용이 가장 선호되었다. 다섯째, 어머니가 유아 문화예술교육의 중요성을 높게 인식할수록 가족 문화예술 경험과 가정 내 유아 문화예술교육 이용을 각각 더 많이 하는 경향이 있었다. 이 결과를 토대로 문화예술 및 유아 문화예술교육에 대한 부모교육의 필요성을 논의하였으며, 가정-유아교육기관-지역사회 등의 상호협력을 통한 유아 문화예술교육의 질적 제고를 위한 제언을 제시하였다.

중국 유아교육기관의 활성화방안 : 체육활동에 따른 학부모의 인식도와 만족도를 중심으로

음 위,김순영 한국체육과학회 2023 한국체육과학회지 Vol.32 No.2

The purpose of this study is to provide the basic data for cultivating the aspirants to early childhood physical education teachers by analyzing the measures for vitalizing the early childhood educational institutions focusing on parents’ perception and satisfaction according to physical activities in China where the generalization of early childhood education has not been achieved. In the results of analyzing the measures for vitalizing the early childhood educational institutions focusing on parents’ perception and satisfaction according to physical activities by extracting total 300 parents of young children who were attending the early childhood educational institution located in Shandong, China through the simple random sampling method, the conclusions were obtained as follows. Frist, in the results of analyzing the effects of parents’ perception on their satisfaction according to physical activities of early childhood educational institution in China, the cognitive development and social development as subfactors of the perception of early childhood physical education had significant effects on satisfaction of early childhood physical education. Second, in the results of analyzing the measures for vitalizing the early childhood physical education, the qualifications required for early childhood physical education teachers were shown as “excellent”. Regarding the necessity of early childhood physical education teachers, “the necessity of systematic class provided by professional teachers” was the highest. The most important element of qualifications for early childhood physical education teachers was “deep interest and understanding of young children”. in the results of analyzing the measures for vitalizing the early childhood physical education, the qualifications required for early childhood physical education teachers were shown as “excellent”. Regarding the necessity of early childhood physical education teachers, “the necessity of systematic class provided by professional teachers” was the highest. The most important element of qualifications for early childhood physical education teachers was “deep interest and understanding of young children”.Lastly, in China where the early childhood physical education was not vitalized yet, the parents perceived the positive effects of physical activities on growth and development of young children, and they were satisfied with physical activities in case the early childhood physical education was performed.In order to correctly and positively grow young children, not only physical activities, but also physical education teachers who can teach young children would be needed.

유아교육 이론을 중심으로 살펴본 유아교육 공간 특성 연구 -몬테소리, 발도르프, 레지오 에밀리아 유아교육 이론과 유아교육 시설 사례를 중심으로

강혜승,임경란 한국기초조형학회 2022 기초조형학연구 Vol.23 No.1

Early childhood is a significant period in the human life cycle. The body and perception are developed most actively, then, creativity and sociality are cultivated. Therefor, early childhood facilities need a space environment that an early child can support their development as they spend a lot of time there. This study compares and analyzes the spatial characteristics of early childhood education facilities according to the early childhood education theory and proposes spatial characteristics to be considered in early childhood education facilities. These are the research methods. First, through literature research, three meaningful theories that understand the background and purpose of early childhood education theory and influenced 21st century talent development-Montesori, Waldorf, and Reggio Emilia- are selected. Second, central keywords was derived by analyzing the spatial characteristics of the selected three early childhood education theories. Third, the characteristics of the early childhood education space were summarized by analyzing the cases of early childhood education facilities centering on the derived keywords. As a result, the three early childhood education theories had differences in purpose and spatial characteristics, but they had the following common characteristics. There is an open and continuous spatial characteristic that supports free movement by considering the choice and freedom of early childhood’s development. Early childhood develop their sociability by interacting with children of their age. Therefore, a thread is placed around a large space serving as the center. It develops imagination and creativity by exhibiting children’s creations on architectural elements such as walls, ceilings, and windows. It supports children to experience nature and promotes the physical development of children by constructing a slope. Natural light creates a variety of spatial atmospheres, and soft wood is used for floors and furniture that the child’s body touches. It supports various spatial experiences such as changes in the size and height of various windows and floor height. This study aims to improve the quality of early childhood facilities and expects the expansion of facilities reflecting the above characteristics. 유아기는 인간의 생애 주기에서 신체와 지각이 가장 활발하게 발달하며 창의력과 사회성을 함양하는중요한 시기이다. 그러므로 유아교육 시설은 유아가 많은 시간을 보내는 만큼 유아의 발달을 적극적으로 지원해야 한다. 따라서 본 연구는 유아교육 이론에 따른 유아교육 시설의 공간 특성을 비교 및 분석하여 유아교육 시설에서 고려되어야 할 공간 특성을 제안한다. 연구 방법은 첫째, 문헌 연구를 통해유아교육 이론의 배경과 목적을 이해하고 21세기 인재상에 영향을 주는 유의미한 세 가지 이론-몬테소리, 발도르프, 레지오 에밀리아-을 선정한다. 둘째, 선정한 세 유아교육 이론의 공간 특성을 분석하여 중심 키워드를 도출하였다. 셋째, 도출된 키워드를 중심으로 유아교육 시설의 사례를 분석하여 유아교육 공간 특성을 정리하였다. 그 결과 세 유아교육 이론은 각각의 목적과 공간적 특성의 차이가 있었지만, 다음의 공통적 특성을 갖는다. 유아의 선택과 자유를 중요하게 생각하여 자유로운 이동을 지원하는 개방적이고 연속적인 공간 특성이 나타난다. 유아는 또래 유아와 만나 상호작용하며 사회성을키움으로 구심점 역할을 하는 넓은 공간을 중심으로 실을 배치한다. 벽, 천장, 창 등 건축 요소에 유아의 창작물을 전시하여 상상력과 창의력을 키운다. 자연을 경험하고 체험할 수 있도록 지원하며 경사진공간을 구성하여 유아의 신체 발달을 도모한다. 자연광으로 다양한 공간 분위기를 연출하며 유아의 신체가 닿는 바닥과 가구는 부드러운 목재를 사용한다. 다양한 창의 크기와 높낮이, 층고의 변화 등으로다양한 공간적 경험을 할 수 있도록 지원한다. 본 연구는 유아교육 시설의 질적 향상을 목표로 하며위의 특성들이 반영된 유아교육 시설의 확대를 기대한다

유치원 일반학급 순회교육 지원에 대한 유아교사의 인식연구

이효신,이순주 대구대학교 특수교육재활과학연구소 2015 특수교육재활과학연구 Vol.54 No.1

The purposes of this study are to provide the basic information for invigorating the itinerant education at the kindergarten level and helping it settle in the right direction through the survey on the perception of early childhood education teachers on the itinerant education support for kindergarten general classes that is provided centrally by the Special Education Support Center. Research goals of this study are as follows. The first is to check whether teachers of the early childhood education have perceived the definition and the concept of the itinerant education. The second is to see the perception of early childhood education teachers on the itinerant education support for the kindergarten general classes. The third is to investigate how to improve the itinerant education support for kindergarten general classes. To achieve the purpose of this study, a questionnaire was distributed to 110 early childhood education teachers who have had experiences in the education of children in their early childhood eligible for the special education and with the exclusion of 3 providing unfaithful answers out of 97 returned questionnaires, total of 94 returned questionnaires were analyzed to draw out the conclusion of the study. The results are as follows. Firstly, regarding whether to have perceived the definition and the concept of the itinerant education or not, most of early childhood education teachers have been aware that a provision on the itinerant education support is specified in the special education law and children eligible for special education placed in kindergarten general classes can get the itinerant education support. Secondly, with respect to the perception of early childhood teachers on the itinerant education support for kindergarten general classes, although most of th early childhood teachers recognized that the itinerant education was needed, the number of early childhood teachers who had received th itinerant education support was actually small. Thirdly, regarding the perception of early chilhood teachers on the improvement measures to help the desirable itinerant education settling down, they answered that the improvement should be made in public relations about the itinerant education support, the recruitment for reinforcing itinerant teachers for the itinerant education support, the placement of qualified professional itinerant teachers and regular full-time teachers, the cooperation between itinerant and early childhood teachers, and the support of relevant services including the special education support. Itinerant education needs to settle in the right direction in order for the education to be suitably performed to children eligible for the special education placed in the kindergarten general classes for the purpose of the early childhood special education, and for this purpose, it is considered that the improvement measures on the itinerant education suggested in this study should be reviewed as sons as possible. 본 연구는 유치원 순회교육의 효율적 운영을 위한 기초자료를 제공하고자 수행되었다. 이를 위해 질문지를 통하여 특수교육대상유아가 있는 유치원 일반학급의 유아교사들을 대상으로 순회교육의 정의와 개념, 그리고 순회교육 운영과 개선방안에 대한 인식 자료를 수집하였다. 연구 참여자는 대구광역시에서 특수교육대상유아를 교육한 경험이 있는 유아교사 110명을 1차 선정하여 질문지를 배포하였고 수거된 94부를 분석대상으로 삼았다. 분석결과, 유아교사들의 75% 이상이 순회교육의 정의와 개념에 대해 인지하고 있었으며, 80% 이상이 순회교육이 필요하며 도움받기를 희망한다고 답하였다. 특수교육대상유아를 교육함에 있어 가장 어려운 점으로는 교사 자신의 전문성 부족을 가장 많이 들었으며, 도움 받기를 원하는 영역은 사회성이 가장 많았다. 순회교육의 수업일수는 현재 규정된 수준이 적정하다고 답하였으며 1일 수업시간은 1시간이 적당하는 의견이 가장 많았다. 순회교육 지원형태는 일대일수업과 통합환경의 병행 방식을 선호하는 것으로 나타났고, 순회교육계획안 작성은 특수교사, 일반교사, 학부모가 협력하는 것이 가장 바람직하다는 의견이었다. 순회교육의 개선방안으로는 순회교사와 통합학급 교사의 협력방안이 구체화되어야 한다는 것과 순회교사의 전문성 등이 언급되었다.

유아교육 공교육화를 위한 한국-프랑스 학부모와 교사의 인식 비교 조사

조은미,이양희 한국보육학회 2010 한국보육학회지 Vol.10 No.4

The purpose of this study was to investigate what cognitive difference lies between parents and teachers of Korea and France on public early childhood education, and to suggest the most proper policy direction of public early childhood education. In France, most of parents and teachers answered they were satisfied with current educational system for preschool children. However, in Korea, most of parents and teacher answered they were unsatisfied with current educational system for preschool children. The responses of Korean parents and teachers can be summarized as follows:1. Public early childhood education is absolutely required because parents and teachers both agreed it will increase equal opportunity in education. 2. As for their response to equal opportunity in early childhood education, it can be implied that both teachers and parents recognize early children don't get equal educational opportunities under the present educational system, because they understand that administrative and financial support from government are not being provided enough. 3. As for their response to a financial aspect of early childhood education, it can be proved that both groups recognize the present tuition and fees in preschool are expensive, and this means that parents are suffering from the high expense of private education. In addition, parents think tuition and fee in preschool must be subsidized by government as a part of public early childhood education, and this means they feel keenly the necessity of financial support from government. 4. As for the direction toward early childhood education, it can be seen that they think an educational institution for preschool children must have the both functions of education, and they also think government and local self-governing bodies must commonly share the expense of facilities for public early childhood education. The policies of early childhood education for preschool children were compared by the periods. In particular, a focus was placed on the time when the government started intensive policies of education for preschool children. And the conflicts between early childhood education for preschool children were examined. 본 연구의 목적은 유아교육 공교육화에 대한 한국과 프랑스 부모와 교사들의 인식을 비교 조사하여 향후 한국 유아교육 공교육화를 위한 정책 방향을 결정하는데 있어 지표로 반영되는데 그 목적이 있다. 이에 본 연구에서는 한국의 서울 경기지역과 프랑스의 Paris, Nice, Cannes, Lille 지역을 중심으로 교사와 학부모의 유아교육 공교육에 대한 인식을 비교 분석하였다. 본 연구에 사용한 설문지는 유아교육 공교육에 대한 한국․프랑스간의 교사와 학부모의 인식을 조사․비교하기 위해 교사용과 학부모용으로 구분하여 사용되었다. 연구문제를 분석하기 위해서 SPSS 12.0 프로그램을 이용하여, 빈도분석, 교차분석, 다중응답 교차분석으로 순위검증 등의 통계방법 사용하였다. 연구결과, 공교육화를 시작하려는 단계의 한국의 부모들과 이미 확고한 공교육체제를 가지고 있는 프랑스 부모와의 교육정책 만족도는 차이가 있음을 알 수 있다. 아직까지 정부주도하의 공교육이 실시되고 있지 않은 한국의 경우, 재정지원의 부족에 따른 부모들의 경제적 부담이 매우 큰 것으로 나타났다. 한국과 프랑스 교사간의 유아교육에 관한 인식을 살펴보면 한국의 교사들은 자신들의 처우나 근로조건, 열악한 교육환경 등 실제 현장에서 몸소 체험한 문제점들로 인해 유아교육정책에 대해 매우 부정적으로 인식하고 있다. 전문가로의 유아교사를 양성하기 위해 교사 양성과정에서부터 현장 근무 조건 개선 등 교육의 질을 좌우하는 교사에 대한 지원과 제도 개선이 시급하다고 하겠다.

현직교사의 유아영어교육에 대한 인식 및 유아교사 양성대학의 유아영어 교과목 개설 실태 연구

강민자(Kang Min-Ja),최지영(Choi Ji-Young) 한국어린이미디어학회 2010 어린이미디어연구 Vol.9 No.1

본 연구는 바람직한 유아영어교육의 질적 발전 도모와 유아교육 현장에서의 효율적 적용을 위하여 현직교사들의 유아영어교육에 대한 인식 및 교사를 위한 직전교육의 필요 요구와 유아교사를 양성하는 대학의 유아영어교육 관련교과목 실태를 살펴보았다. 연구대상은 경기도 지역에 소재한 유치원과 어린이집에 근무하는 교사 333명이며, 유아교사 양성대학의 유아영어교육 교과목 설치 현황과 교과내용 분석을 위하여 유아영어교육 교과목을 설치한 16개 대학을 연구대상으로 삼았다. 연구 결과 첫째, 현직교사들은 유아교육과정과 통합된 유아영어교육과정의 필요를 요구하였으며 이를 위해 유아교사양성대학의 유아영어교육 교과가 설치되어 직전교육의 기능을 담당해 주어야 한다고 하였다. 둘째, 유아양성대학의 유아영어교육 교과개설현황을 살펴 본 결과 전국 유아교사양성대학의 9.7%만이 유아영어교육교과목을 개설하였다. 유아영어교육에 있어서 성공이 가장 큰 관건은 교사에게 달려있으며, 교사가 받은 교육의 질과 교사가 책임감 있는 모습으로 자기에게 맡겨진 교육프로그램을 그 목적과 목표에 따라 수행해 가느냐에 따라 교육의 질이 결정된다고 할 수 있다. 유아교사가 유아영어교육을 제대로 인식하지 못한 채 유아영어교육을 실시하거나, 또는 방관한다면 그 효과를 기대할 수는 없을 것이다. 그러므로 유아교사 양성대학에서는 유아영어교육과 관련된 교과목이 개설되거나 증설되어야 할 것이다. This study examines about the recognition of early childhood English education in homeroom teachers in charge of early childhood education on the early childhood educational field, and about the needs for pre-service education for teachers, in order to qualitatively promote development in the desirable early childhood English education and to efficiently apply it to the early childhood educational field, and further inquires into the actual condition for the curriculum related to early childhood English education in Early Childhood Education Teacher Training Universities. To achieve the objective of this study, it targeted 333 teachers who are working for kindergartens and day care centers. To analyze the present status for installing the curriculum of early childhood English education in Early Childhood Education Teacher Training Universities, and the curricular contents, it had research subjects as 16 universities where installed the curriculum for early childhood English education. Given summarizing the results of this study, those are as follows. First, as a result of examining incumbent teachers' recognition of early childhood English education, they recognized early childhood English education to be necessary. For this, they asked for the needs for early childhood English curriculum that was integrated with early childhood curriculum. Also, given being in charge of the function in pre-service education by being installed the early childhood English curriculum at Early Childhood Education Teacher Training Universities, the systematic instruction of early childhood English education is possible. Second, as a result of examining the present status for installing the early childhood English curriculum in Early Childhood Education Teacher Training Universities, just 9.7% of Early Childhood Education Teacher Training Universities nationwide opened the early childhood English curriculum.