초등 교사의 실과 교수 경험에 관한 내러티브 탐구

문남희,송현순 한국실과교육연구학회 2009 實科敎育硏究 Vol.15 No.4

이 연구의 목적은 내러티브 탐구 방법을 이용하여 초등 교사의 실과 교수 경험이야기를 듣고 그 의미를 해석하는 데 있다. 연구 대상은 실과 교수 경험이 풍부한 초등 교사 다섯 명이다. 절차는 현상 확인하기, 참가자 선정하기, 이야기하기, 다시 이야기하기, 쓰기, 확인하기 순으로 진행되었다. 자료는 자서전적 진술문과 면담, 이메일을 통하여 수집되었다. 분석은 수집된 자료를 전사하고 범주화하는 과정을 통해 이루어졌다. 이 연구에서 나온 결과는 다음과 같다. 1) 초등 교사가 실과를 교수하는 과정에서 어떠한 경험을 하는가? A교사, D교사, E교사는 어릴 적 고향에서의 실과내용과 관련된 다양한 경험 덕분에 실과 교수에 어려움이 없었다. 교수 초기에는 실과에 관심이 없다가 대학원에서 실과를 전공하면서 특별한 관심을 갖게 되었다. 실과를 노작교육의 측면에서 다른 교과에 뒤떨어지지 않는 교과로 인식하고 있었다. B교사, C교사는 어릴 때 선생님에게서 배운 경험이 실과 교수에 영향을 미쳤다. 실습 위주의 수업을 해 왔으나 실과 교수를 어렵게 여기고 있었고 실과는 실생활에 필요한 것을 가르치는 과목 중의 하나로 인식하고 있었다. 2) 초등 교사의 실과 교수 경험은 어떤 의미가 있는가? 첫째, 실과를 교수함에 있어 주로 이전에 실천해 본 경험과 학습이 교수 지식의 원천을 이루며 수월성에도 영향을 미치는 것으로 나타났다. 둘째, 실과 교육내용에서 현실과의 괴리감을 경험하며 교수 활동에서 시․공간의 한계를 경험하는 것으로 나타났다. 셋째, 실과 전공 여부에 따라 실과 교수에 대한 관심과 자신감의 정도가 달라지는 것으로 나타났다. The objective of this study is to hear elementary school teachers’ experience in practical arts teaching and to interpret the meanings of the experiences using the narrative inquiry method. The subjects of this study were five elementary school teachers who had rich experience in practical arts teaching and had formed sufficient rapport with the present researcher. This study was conducted through Jeong Gwang‐soon’s six stages – observing phenomena, selecting participants, talking, talking again, writing, and confirming – that simplified Creswell’s seven stages. Data were collected from autobiographical statements, interviews and emails. Analysis was made through transcribing and categorizing collected data, and meanings were interpreted based on the results. The following summarized what elementary school teachers experienced while teaching practical arts and the results of semanticization based on the experiences. 1. What do elementary school teachers experience in the process of teaching practical arts? Teacher A, D and E had many experiences related to the contents of practical arts at his hometown during childhood, so he had little difficulty in teaching practical arts. He had not been particularly interested in practical arts at the beginning of his teaching career, but influenced by majoring in practical arts, he came to have a new idea of practical arts and participated in various activities related to practical arts including lectures and textbook development. Teacher B and C, their learning from a teacher during childhood became the model of their practical arts teaching. In the early days of their teaching career, they taught practical arts out of professionalism, and associated the contents of the textbook with their things in everyday life in their teaching. Their class emphasized practice, but it was difficult for them alone to teach functions to many children. They received that practical arts is one of subjects teaching what are necessarily in daily life. 2. What meanings does elementary school teachers’ experience in practical arts teaching have? First, with regard to experience vs. learning, elementary school teachers’ previous practical experience and learning became the source of their knowledge to be taught and affected the efficiency of their teaching. Second, with regard to blocking vs. path finding, elementary school teachers experienced a gap between the contents of practical arts and realities, and limitations in their teaching activities in terms of time and space. Third, with regard to skillfulness vs. fear, elementary school teachers’ interest and confidence in practical arts teaching were different according to whether they majored in practical arts..

교육대학교 초임 교수의 수업 경험에 관한 내러티브 탐구

김영주,조재성 한국교원교육학회 2023 한국교원교육연구 Vol.40 No.4

본 연구는 교육대학교 초임 교수의 수업 경험을 내러티브 탐구를 활용하여 분석한 것이다. 이 연구의 참여자는 A 교육대학교에 임용되고 한 학기 수업을 마친 초임 교수이자 이 연구의 공동연구자인 조재성 교수이며, 연구의 자료는 주 연구자와 공동연구자 사이의 다섯 차례에 걸친 심층 면담을 통해 수집되었다. 자료 분석의 결과 초임 교수 조재성은 연구를 중요시했던 반면 수업에 대해서는 안이한 자세와 함께 대학 수업은 강의가 중심이 되어야 한다는 고정관념으로 첫 학기를 맞이하였으며, 그렇게 시작한 수업에서 신체적 어려움과 학생들의 부정적 피드백이라는 문제를 겪게 되었다. 이러한 문제들은 그가 수업에 대해 성찰하는 계기가 되었으며, 새로운 교수법과 수업 전략을 모색하고 시도해 보는 일련의 과정을 통해 교육대학교에서의 수업과 교육대학교 교수로서 자신의 정체성을 새롭게 인식하는 경험을 하고 있었다. 본 연구의 결과를 토대로 초임 교수들이 수업의 중요성을 인식하지 못하고 있는 현상, 수업 경험이 초임 교수에게 교수자로서의 성장을 가져다준 점, 문제의 인식과 성찰을 통해 성장이 이루어진다는 측면, 그리고 대학의 조직적 요소가 교수 개인의 수업 인식에 영향을 주고 있다는 점 등을 논의하였다. 더불어 논의의 결과를 바탕으로 초임 교수의 수업 적응과 개선을 돕기 위한 대학 차원의 노력과 지원 방안을 제시하고, 초임 교수의 수업 경험에 대한 이해를 넓히기 위한 후속 연구의 필요성과 방향을 제안하였다. This study is a narrative inquiry into the teaching experiences of a novice professor at a National University of Education. The participant, Professor Jae-seong Jo, a newly appointed faculty at A National University of Education who had just completed one semester of teaching, was also a co-researcher in the study. Data were collected through extensive interviews on five separate occasions, and their analysis results revealed that Professor Jo initially held a fixed mindset, emphasizing research over teaching and believing that university teaching should be lecture-centered. However, this approach brought him physical challenges and negative student feedback. Theses issues promoted him to engage in self-reflection, leading him to explore and experiment with new teaching methods and strategies. Through this process, Professor Jo came to perceive the importance of teaching and redefine his identity as an educator at National University of Education. Based on these findings, the study discussed on several aspects regarding teaching at the university, which includes the lack of awareness of the importance of teaching among novice professors, the role of teaching experiences in their professional growth, the notion that growth occurs through problem recognition and reflection, and the impact of organizational factors within the university on faculty members’ perceptions of teaching. Furthermore, the study proposed university-level efforts and support mechanisms to assist novice professors in adapting to and improving their teaching practices. It also suggested the need for further research and its directions to expand understanding of novice professors’ teaching experiences.

An Inquiry into the Teaching Experiences of a Female Physical Education Teacher Educator

( Jae Yong Lee ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

Purpose: The purpose of this study was to describe the teaching experiences of a physical education teacher educator in Northwestern National University of Education in Korea. Specifically, this study focused on the pedagogical content, the way of teaching, and the meaning of being a female physical education teacher educator. Method: A case study approach incorporating interviews, observations, and journals served to investigate the participant`s teaching experiences. She was observed and asked to describe the teaching experiences in elementary teaching physical education methods courses for prospective teachers from August of 2011 through July of 2012. Traditional data analysis, coding, thematic category development, and interpretation techniques were used. Results: The participants provided critical teaching experiences, enlightening perspectives, and specific recommendations regarding her teaching experiences and the field of physical education teacher education profession. Five major thematic categories were emerged from the data: (a) influences, which she had been affected by the doctoral program, (b) concepts, when she exclusively tried to explain the basics of teaching elementary physical education throughout the semesters, (c) difficulties, experienced when she was supposed to prepare for elementary teaching physical education methods courses, (d) changes, in her teaching perspectives, after interacting with prospective teachers and significant others, and (e) chasms, between prospective teachers` expectations about teaching elementary physical education and their perceptions formed by the participation in the teaching methods courses. Conclusion: The authenticity of the participant`s teaching experiences calls for further scrutiny and discussion of the female inductees of physical education teacher education profession. Suggestions for future research and systematic support for the female physical education teacher educators.

An Inquiry into the Teaching Experiences of a Female Physical Education Teacher Educator

Lee, Jae-Yong 한국초등체육학회 2016 한국초등체육학회지 Vol.21 No.4

이 연구의 목적은 한국의 서북국립교육대학교에 소속한 한 여자 체육 교사교육자의 교수경험을 기술하는 것이 었다. 구체적으로 이 연구는 교수 내용, 교수 방법, 그리고 여자 체육 교사교육자의 경험과 그것이 가지는 의미에 대하여 초점을 맞추었다. Yin(2009)이 제안한 절차에 따라 면담, 관찰 및 저널 쓰기를 사용하여 연구참여자의 예 비교사를 위한 초등체육 교수법을 가르친 경험에 대한 조사를 하였다. 자료 분석은 결론을 도출하기 위해 증거 자료를 조사하고, 분류하고, 도표를 만들고, 테스트를 하거나 증거를 결합하는 과정을 포함하였다. 자료의 신빙성 을 확보하기 위해 동료참고인 진술, 참여자 점검 및 삼각 검증이 이루어졌다. 이 연구의 여자 체육 교사교육자는 그녀의 교수경험과 체육교사교육 전문직에 대한 비판적인 교수 경험, 교수관점 및 특정한 추천 사항에 대한 시사 점을 제공하였다. 박사과정 프로그램의 영향, 개념 중심 강의, 교수법 강의 준비의 어려움, 교수가치관의 변화 및 초등체육 교수에 대한 예비교사의 기대와 인식의 격차라는 다섯 가지 주제화 범주가 자료로부터 도출되었다. 한 여자 체육 교사교육자의 교수경험에 대한 진실성의 정도는 체육교사 전문직에 대한 여자 초임교사교육자에 대하 여 더 많은 조사와 논의가 이루어질 것을 요구한다. 여자 체육교사 교육자에 대한 추가적인 연구와 체계적인 지 원에 대한 시사점이 제시되었다. The purpose of this study was to explore the teaching experiences of a physical education teacher educator in Northwestern National University of Education in Korea. Specifically, this study focused on the pedagogical contents of elementary physical education teaching method course, the ways of teaching, and the experiences and meanings of being a female physical education teacher educator. A case study approach (Yin, 2009) incorporating interviews, observations, and written personal essays was used to investigate the participant’s teaching experiences. Data analysis consisted of examining, categorizing, tabulating, testing, or recombining evidence to draw conclusions. To achieve the trustworthiness of data, peer debriefing, member checks, and triangulation were used. The participants provided critical teaching experiences, enlightening perspectives, and specific recommendations regarding her teaching experiences and the field of physical education teacher education profession. Five major thematic categories were emerged from the data: (1) Influences of the doctoral program, (2) concepts focused lectures, (3) difficulties in preparing for the methods courses, (4) changes in teaching perspectives, and (5) discrepancies between prospective teachers’ expectations and their perceptions about teaching elementary physical education. The authenticity of the participant’s teaching experiences call for further scrutiny and discussion of the female inductees of physical education teacher education profession. Suggestions for future research and systematic support for the female physical education teacher educators were made.

课内外语言输入與输出平衡发展的设计与实证研究- 以高级阶段的对韩汉语教学为中心

한재균,전긍 한국중국언어문화연구회 2013 한중언어문화연구 Vol.- No.32

The process of learning languages involves acquiring and comprehending linguistic knowledge. Much debate has been conducted on the topic of language input and output in Chinese language teaching at the college level in China, but not in Korea, where the method of providing Chinese language education has been somewhat unbalanced. To elaborate, Chinese language education in Korea has focused on acquiring the language itself rather than on teaching students how to put it into practice. This study, which is based on teaching theories pertaining to foreign languages and constructivism, divided Chinese language classes into in- and out-class training activities. This study also discussed theoretical and practical studies to advocate the establishment of a student-centered teaching mode in which in- and out-class training activities are created and conducted. A way to reform the mediums and methods of teaching and to carry on the second class room activities is to set up an environment for Chinese language learning in which students are provided opportunities to practice their language and to participate in communication activities; this way, they can acquire the ability to actually use the language. To prove that it is feasible to apply a combination of language input and output in language teaching for students in Korea, the author conducted an experiment, lasting one semester, with 23 students of two classes for advanced learners in a certain college’s Chinese language department. The Chinese teacher was the author herself. The result of the general examinations with a common test paper for all the students from advanced learners in our school is feasible with actual and scientific data. The outcome of the experiment shows that it is feasible to use a combination of language input and output in Chinese language teaching for students in Korea. According to the results of the survey, both learners and teachers should pay careful attention to certain details of both input factors and output factors. On the one hand, from the viewpoint of input, teachers should ensure learners’ favorable quality, quantity, reliability, and significance of the input language. On the other hand, from the viewpoint of output, teachers should provide a relaxed and ordered setting for learners to practice their output. Both input and output are implemented in different modes in Chinese language teaching at the college level. Different teaching modes can be applied to different teaching contents. Therefore, it is necessary to research input and output in different teaching modes. Combining all the positive elements of different teaching modes leads to ideal and effective teaching. Additionally, a better understanding of input and output theories can facilitate Chinese language teaching and learning. This study, on the basis of the fact that Korean students are more competent in reading than in writing and speaking, analyzes how language input and output are used in Chinese language teaching at the college level in Korea. It also points out that language input and output must be balanced. Additionally, using language input and output theories, this study stresses the importance of practice in language output. Finally, it also suggests some ways to make students achieve a balance with regard to linguistic competence. The aforementioned analysis shows that language input and output theories can help improve the state of Chinese language education in Korea.

현장수업경험이 예비유아교사의 언어교수효능감과 언어교수행위 변화에 미치는 효과

조채영(Jo Chae Young),오정희(Oh Jung Hee) 한국유아교육·보육복지학회 2012 유아교육·보육복지연구 Vol.16 No.1

The purpose of this study is to find out what effects teaching experiences in the field has on pre-service teachers' language teaching efficacy and teaching behavior. The subjects in this study were 40 students who were sophomores of D College in B city, in a 'language education for young children' class from March to June, 2011. The result of quantitatively analyzed data showed that teaching experience in the field produced good effect of pre-service teachers' language teaching efficacy. In qualitative analysis, the study also showed that pre-service teachers better understood about language education from the integration of theory and practice through teaching experiences in the field. They overcame their anxiousness and fear of teaching in the field practice. And they realized that they need to improve their skills of language teaching. In this process they were able to expand their knowledge of children not only theory but also from experiential practice. 본 연구는 현장수업경험이 예비유아교사의 언어교수효능감과 언어교수행위에 어떠한 영향을 미치는 알아보고자 하였다. 연구대상은 B시에 소재한 D대학의 유아교육과 학생 20명이며, 2011년 3월부터 6월까지 유아언어교육 교과목에서 연구가 이루어졌다. 본 연구의 양적자료 분석결과, 현장수업경험이 예비유아교사의 언어교수효능감에 긍정적인 효과가 있는 것으로 나타났다. 또한 반성적 저널, 교육계획안, 수업동영상, 면담자료 등의 질적자료 분석결과, 본 연구에 참여한 예비유아교사들은 현장수업경험을 통해 이론과 실제의 통합을 경험하면서 언어교육에 대한 이해가 깊어지게 되었고, 언어교수에 대한 막연한 불안감과 두려움이 해소되는 것으로 나타났다. 그리고 예비유아교사들은 자신의 부족한 교수기술을 향상시키기 위한 노력이 필요함을 알게 되었으며, 이 과정에서 유아에 대한 이해가 확장됨을 보여주었다.

코로나 19 상황에서 교사의 교육실습 지도 경험 연구

탁해리,박환보 충남대학교 교육연구소 2022 교육연구논총 Vol.43 No.2

The purpose of this study was to learn about the practical preparation, execution, and reflection experiences of elementary school teachers who supervised teaching practicum during the COVID-19 pandemic, as well as the implications for future teaching practice. To that purpose, eight teachers from a university-affiliated elementary school in a metropolitan metropolis were questioned in depth for two years, from 2020 to 2021, as part of the teaching practicum guidance. As a result of the analysis, supervising teachers who took part in primary school A's teaching practice for the first time discussed the training technique with the teacher training institution while preparing the teaching practice in a COVID-19, and tailored the teaching practice to the school context. During the implementation of the teaching practicum, supervising teachers critically thought on the previous period's teaching practicum experience and experienced it as an individual agency that creates its own teaching practicum. Teachers were also interested in the teaching practicum system itself and pondered ideas to improve it when reflecting on their teaching practice experience. The mentor teachers' experience that they prepared, implemented, and reflected teaching practicum during COVID-19 can be understood as an emergent process of teacher agency while overcoming new challenges. Several implications for the operation of the teaching practicum system may be obtained from an examination of the experiences of supervising teachers who directed the teaching practicum during COVID-19. First and foremost, policy support is required to carry out activities linked to teaching practicum in unit schools. Second, infrastructure must be established to overcome the constraints of online instruction. Third, in online teaching practicum, efforts for connection creation and cooperation are also required. Fourth, efforts must be made to fully use the benefits of the online teaching practicum platform. 본 연구는 코로나 19 상황에서 교육실습을 지도했던 초등 교사들의 실습 준비, 실행, 성찰 경험을 이해하고, 이를 통해 향후 교육실습 실행에 주는 시사점에 대해 논의하였다. 이를 위해 한 광역시에 위치한 A대용부설초등학교에서 2020-2021년까지 2년 동안 교육실습 지도에 참여한 교사 8명을 심층면담하였다. 분석 결과, A초등학교 교육실습 지도교사들은 갑작스러웠던 코로나 상황 속에서 교육실습을 준비하면서 처음으로 교원양성기관과 실습 방법에 대해 협의하고, 학교 맥락에 맞게 교육실습을 준비하였다. 교육실습 실행과정에서 지도교사들은 이전 시기의 교육실습 경험에 대해 비판적으로 성찰하고, 자신만의 방법으로 교육실습을 스스로 만들어 가는 능동적인 행위자로서 경험하였다. 또한 교육실습 경험에 대해 성찰하는 과정에서 교사들은 교육실습 제도 자체에 대해 관심을 갖고 제도 개선 방안에 대해 고민하였다. 이처럼 교육실습 지도교사들이 코로나 19 상황 속에서 교육실습을 준비하고 실행하며, 성찰해 나갔던 경험은 새로운 도전과제에 직면한 교사들이 스스로 문제를 해결하며 교사행위자성(teacher agency)을 발현해 나가는 과정으로 이해할 수 있다. 이를 바탕으로 도출한 시사점은 다음과 같다. 첫째, 단위학교에서 교육실습 관련 업무 실행을 위한 정책적인 지원이 필요하다. 둘째, 온라인 수업 지도의 한계를 극복하기 위한 인프라 구축이 필요하다. 셋째, 비대면 교육실습에서도 관계 형성과 협력을 위한 노력이 필요하다. 넷째, 온라인 교육실습 플랫폼의 장점을 극대화하기 위한 노력이 필요하다.

대학 무용교육자의 교수체험에 관한 연구

박혜진(ParkHyejin) 한국체육학회 2018 한국체육학회지 Vol.57 No.2

이 연구는 대학 무용교육자의 교수행동을 Giorgi의 현상학적 연구방법을 통해 ‘무용가르치기’라는 교수체험의 교육적 가치에 대한 본질적 의미를 파악함에 목적을 두었다. 연구자료는 2015년부터 현재까지 대학에 재직 중인 교육경력 5년 이상인 무용교육자 5명을 선정하여 심층면담 실시한 내용과 문서자료를 수집하였다. 수집된 자료를 Giorgi의 현상학적 연구방법을 통해 교수체험의 본질을 의미하는 구성요소 4개가 도출되었다. 첫째,<일어날 기(基):자리잡기> 교육자 자신의 과거와 현재의 경험과 체험을 토대로 대학 무용교육의 목적 및 목표에 대한 문제점을 인식하였다. 둘째,<이을 승(承):홀로서기> 과거의 경험된 도제식 교수법에 대한 긍정적 인식을 토대로 현재 자신의 교수스타일을 확립하고자 하였다. 셋째,<구를 전(轉):연마하기>무용교육자는 전문지식을 효율적·효과적 전달을 위해 필요한 교수법은 학습자와의 긍정적인 유대감 형성할 수 있는 자신만의 가르침을 탐구하는 것을 중요하게 인식하였다. 마지막,<나아갈 진(進):동행하기> 대학 무용교육의 목적 및 목표, 교수학습 방법, 자신만의 교수스타일, 무용의 독특성 및 차별성, 자기성찰 및 노력, 개인역량계발, 학습자와의 유대관계형성 등 다양한 구성요소 간의 연결망 고리를 형성하는 것을 강조하였다. 기존의 교육과정을 무의식적으로 답습하기 보다는 과거 경험한 교수법을 바탕으로 대학 무용교육자로서의 자신만의 교수스타일을 형성하고 이를 확립을 위한 자기계발 및 자기반성 등을 끊임없이 행하는 노력의 필요성을 인식하였다. 또한 전문무용인재를 양성하기 위해 다양한 학생의 유형을 파악하고 이해함으로써 교육자와 학습자 간의 긍정적인 의사소통관계가 형성되는 것을 체험함으로써 소통의 중요성을 재인식하였다. 연구결과를 바탕으로 현재 대학 무용교육의 문제점으로 지적되는 것을 개선하고 무용교육의 질을 향상시키기 위해 무용교육에 관련된 고정된 틀을 깨뜨려야하는 필요성을 강조하였다. The purpose of this study was to investigate the essential meaning of dance teaching experiences through “Teaching Dance” at the college level. This study was conducted by applying Giorgi’s phenomenological research methodology. Based on purposive sampling, the researcher selected five participants who have been teaching dance at the college level from 2015 to the present and have at least five years of teaching experience. According to the participation-selecting criteria, the data was collected through conducing in-depth interviews and reviewing documents. The data findings were categorized in four-step transitions such as ‘Gl’, “Seung’, ‘Jeon’, and ‘Jin’ At the first step ‘Gi’, self-recognition of their role as an instructor occurred at the beginning of the teaching appointment. They realized that their teaching philosophy, such as teaching goals and purpose in the dance major, was based on the past experiences. At the second step, ‘Seung’, participants tried not only to depend on the ways in which they learned in the past, but also to develop their own teaching styles. At the third step, ‘Jeon’, they pioneered new teaching methods. They began taking into consideration their own teaching ways to provide students with more effective and efficient knowledged, emphasizing positive relationships with students. At the last step, ‘Jin’, they acknowledge the methods they developed via the first three steps. They tried to interconnect all components including teaching goals and purpose, teaching and learning methods, uniqueness of dance, self-examination and effort, development of personal capabilities, and formation of relationship with students. Above all, they placed an emphasis on many teaching experiences and the importance of both learner-centered teaching and reflective teaching for becoming a skilled instructor.

보육교사의 자아탄력성 및 반성적 사고와 수업전문성의 관계

김윤경,유연옥 대한사고개발학회 2018 사고개발 Vol.14 No.3

The purpose of this study was to examine the relationships among ego-resilience, reflective thinking, and teaching professionalism of child care teachers according to teacher's years of experience. The subjects of this study were 171 teachers from 24 day care centers in D city. The data were analyzed using Pearson's product-moment correlation analysis and stepwise multiple regression analysis. The results of this study were as follows. First, concerning the relations between ego-resilience and teaching professionalism of novices, those of diversity of interests and emotion control to teaching strategy and teaching management, and that of positive future orientation to teaching management were significantly positive. And for veterans, those of diversity of interests, emotion control, and positive future orientation to teaching contents, teaching strategy, and teaching management were significantly positive. Second, concerning the relations between reflective thinking and teaching professionalism of novices, those of reflections on instruction to teaching contents, teaching strategy, and teaching management, and those of reflections on learning to teaching contents and teaching strategy were significantly positive. And for veterans, those of reflections on instruction and learning to teaching contents, teaching strategy, and teaching management were significantly positive. Third, stepwise regression analyses of ego-resilience and reflective thinking variables on teaching professionalism variables of the novices showed that reflections on learning and instruction, reflections on learning and instruction plus diversity of interests, and diversity of interests as well as positive future orientation and emotion control were the significant predictors for teaching contents, teaching strategy, and teaching management respectively. And regression for the data from the veterans showed that reflections on learning, reflections on instruction and learning plus emotion control, and positive future orientation as well as emotion control and diversity of interests were the significant predictors for teaching contents, teaching strategy, and teaching management respectively. The results of this study suggest that factors affecting teaching professionalism vary depending on day care teacher's years of experience. 본 연구에서는 보육교사의 경력에 따라 자아탄력성 및 반성적 사고와 수업 전문성의 관계를 살펴보고자 하였다. 연구대상은 D시 24곳 어린이집의 보육 교사 171명이다. 자료분석은 상관분석과 중다회귀분석을 적용하였다. 본 연구 의 결과는 다음과 같다. 첫째, 저경력 교사의 수업전문성 중 수업전략과 수업 관리에 대해서는, 자아탄력성 중 흥미의 다양성과 감정조절이, 수업관리에 대 해서는 긍정적 미래지향성이 정적 상관을 보였다. 고경력 교사의 수업내용을 포함하는 수업전문성의 모든 요인에 대해 긍정적 미래지향성을 포함하는 자아 탄력성의 모든 요인이 정적 상관을 보였다. 둘째, 저경력 교사의 모든 수업전 문성 요인에 대해 교수에 대한 반성적 사고가, 그리고 수업내용과 수업전략에 대해서는 학습에 대한 반성적 사고가 정적 상관을 보였다. 고경력 교사의 모 든 수업전문성 요인에 대해서는 반성적 사고의 모든 요인이 정적 상관을 보였 다. 셋째, 저경력 교사의 수업전문성 중 수업내용에 대해서는 학습 반성과 교 수 반성이, 수업전략에 대해서는 학습 반성과 교수 반성 및 흥미의 다양성이, 수업관리에 대해서는 흥미의 다양성과 긍정적 미래지향성 및 감정조절이 유의 한 예측요인이었다. 고경력 교사의 수업내용에 대해서는 학습 반성이, 수업전 략에 대해서는 학습 반성과 교수 반성 및 감정조절이, 수업관리에 대해서는 긍정적 미래지향성과 감정조절 및 흥미의 다양성이 유의한 예측요인이었다. 이러한 연구결과는 보육교사의 수업전문성에 영향을 주는 요인이 경력에 따라 차이가 있음을 시사한다.

코로나19 팬데믹 시기 유아교사의 적응력이 디지털 리터러시와 교사효능감을 통해 소진에 미치는 영향: 온라인수업 경험에 따른 차이

김재희,강연화,김현경 한국아동학회 2022 아동학회지 Vol.43 No.3

Objectives: This study examines the extent to which preschool teachers’ adaptability influences their burnout, focusing on the double mediating effects of digital literacy and teaching efficacy during the COVID-19 pandemic, and whether such effects are influenced by online teaching experiences. It aims to highlight the importance of teachers’ adaptability and digital literacy as protective factors in preventing burnout in situations of crisis or future virtual education environments. Methods: A total of 222 preschool teachers participated in the study and completed online questionnaires on their adaptability, digital literacy, teaching efficacy, burnout, and online teaching experiences during the COVID-19 pandemic. The data were analyzed using SEM and multigroup SEM in Mplus 8.2. Results: Overall, teachers’ adaptability was directly associated with their digital literacy, teaching efficacy, and burnout, and their teaching efficacy was directly associated with their burnout. Further, teachers’ digital literacy was directly associated with teaching efficacy and burnout, especially among teachers who had online teaching experiences during the COVID-19 pandemic. Moreover, teachers’ adaptability influenced burnout through their teaching efficacy, regardless of their online teaching experience. Additionally, the double mediating effects of digital literacy and teaching efficacy on the association between teachers’ adaptability and burnout were significant regardless of their online teaching experience. Conclusion: The results suggest that the efforts to facilitate teachers’ adaptability and digital literacy can be promising targets in their education to promote adaptive readiness for the new digital education model and to prepare for the the future unexpected crises, such as COVID-19.