초임교사를 위한 입문교육과 의사결정

임승렬 덕성여자대학교 고등교육연구소 1999 敎育硏究 Vol.7 No.-

Problems and difficulties that first year teachers encounter in their classrooms are different from those of experienced teachers. Thus, in-service programs that are mostly designed for experienced teachers are not appropriate for the beginning teachers. This study focused on the effect of an induction program to beginning teachers' concept map about teaching plan, decision making, and sense of efficacy. The subjects were 30 beginning teachers. The data were analyzed with mean, standard deviation, and t-test. The results showed that 1) after the induction program beginning teachers used more cross-links between hierarchies and relationships and considered integration among hierarchies and concepts more; 2) beginning teachers had a tendency that they considered as many variables as possible while they solved the problems and conflict: 3) induction program increased feeling of self efficacy of novice teachers.

발달초기 교사의 교육신념과 실제에 관한 연구 : 교육실습 프로그램 개발을 위한 기초연구 A preliminary study for developing student-teaching program

임승렬 德成女子大學校 1995 德成女大論文集 Vol.24 No.-

How do beginning teachers perceive the problems from teaching experiences in the classroom? This study was conducted to analyze perceived problems of beginning teachers and to improve present student-teaching programs. Beginning and experienced teachers (N=107)were surveyed. The following questions were asked: (1) Is there difference in teacher's ability perceived by beginning and experienced teachers? (2) Is there difference in techniques of classroom management between beginning and experienced teachers? (3) From what sources were teacher's belief system acquired? (4) Is there difference in problems perceived by beginning and experienced teachers? Preliminary results of this study indicate that beginning teachers perceived required abilities as a teacher differently from experienced teachers. However, in planning curriculum both beginning and experienced teachers considered 'what do they teach children?' first of all. Also, beginning and experienced teachers felt difficulty in maintaining their beliefs consistantly. In sources of acquiring teacher's belief system, field experiences contributed to experienced teachers, while student teaching influenced beginning teachers. Lastly, beginning teachers had more difficulty with technical aspects such as management and control, teaching method than experienced teachers. The results of this study offers suggestions for the student-teaching program which has three components: critical and professional knowledge, and critical reflcetion on meaning and outcomes of the instructional strategies as a way of developing and improving teaching children in the classroom.

발달에 적합한 교육실제에 대한 예비교사의 신념 연구

임승렬 덕성여자대학교 고등교육연구소 1998 敎育硏究 Vol.6 No.-

Student teacher beliefs about developmentally appropriate practice and similarity between student teachers' and cooperating teachers' beliefs were investigated in this study. Sixty student teachers in the department of early childhood education completed the Teacher's Belief Questionnaire which consisted of 2 subscales, one of 15 items assessing endorsement of developmentally appropriate practice and the other of 24 items assessing endorsement of more traditional practice before and after practicum. Student teachers asked to indicate the degree to which they perceived each of the statements of Teacher's Belief Questionnaire to endorse their cooperating teachers. Early childhood student teachers endorsed traditional practices after the practicum more than before the practicum. Simllarity between student teachers' and cooperating teachers' beliefs was partially found. That is, cooperating teachers influenced student teachers' beliefs about traditional practices but not about developmentally appropriate practices.

예비교사의 포트폴리오 활용에 따른 인식과 태도 변화에 관한 연구

임승렬 덕성여자대학교 고등교육연구소 2000 敎育硏究 Vol.8 No.-

아동 공격성의 귀인과정 연구

임승렬 德成女子大學校 1996 德成女大論文集 Vol.27 No.-

Attribution theorists propose that negative actions of others perceived as intended elicited anger, and anger then functions as a motivator of hostile behavior. The application of these attribution-affect-action linkages among children(6 to 8years old were examined.). Forty one chileren labeled as nonaggressive and forty four children as aggressive responded to ambiguous and negative scenarios describing negative outcones initiated by a hypothetical peer. Then they made judgements about peer's intentions, their own feelings of anger, and the likelihood that they would behave aggressively toward that peer. Concerning the relations between these variables, the data supproted a meidational model of emotion as postulated by attribution theory for aggressive children, but not for nonaggressive children. The implications of these findings for attriburional change were discussed.

아동이 지닌 걱정의 요인과 발달적 의미 분석 연구

임승렬 덕성여자대학교 고등교육연구소 1997 敎育硏究 Vol.5 No.-

This study examined worry of elementary school children and its relation to anxiety and self concept. The study also examined the difference of sex and age in children's worry. Second and six grade children were interviewed and assessed number of worries. areas of worry, intensity of worries, and frequency of worry events. To measure children's anxiety. RCMAB and CASI were used. Personality inventory by Song and Park was also used to assess children's self-concept. Findings revealed sex and age differences in number of worries, intensity, and frequency. Anxiety was significantly associated with the number of worries but not intensity and frequency of worry. Children with many worries reported lower self-concept than children with few worries. Especially much worried children reported that they had lower academic and emetional self-cencept than their counterpart.

Preservice teacher’s narratives on the experience of early childhood practicum

Seung-Ryoul Lim,Hye-Jin Kwon 환태평양유아교육연구학회 2009 Asia-Pacific journal of research in early childhoo Vol.3 No.1

유아교사의 정서노동 측정척도 타당화 연구

임승렬(Lim, Seung-Ryoul),안우철(Ahn, Woo-Cheol) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.10

The purpose of this study was to examine the validity and reliability of emotional labor measurement scale for early childhood teachers. Subjects were 369 teachers working at kindergartens and daycare centers in Seoul, KyeongGi-Do and YoungNam. Data were analyzed by Cramer’s V, t-test, exploratory factor analysis, Pearson’s r, confirmatory factor analysis, Cronbach’s α. The emotional labor measurement scale for early childhood teachers consisted of 45 items with 6 factors: emotional labor due to early childhood, emotional labor due to colleague teachers, emotional labor due to principals, assistant principals, emotional labor due to parents, emotional labor due to organization culture, emotional labor due to trivial work and service environment. The overall reliability of six factors was .95, and the reliability of each factors ranged from.69 to .92. The confirmatory factor analysis revealed that RMSEA is .064, TLI is .954, and CFI is .962. These results show that the emotional labor measurement scale for early childhood teachers is reliable and valid. 본 연구에서는 유아교사 정서노동 측정척도의 타당도 및 신뢰도를 검증하였다. 연구대상은 서울 및 경기, 영남지역에 근무하는 유아교사 369명이었다. 척도의 타당도 및 신뢰도를 확인하기 위해 Cramer’s V, t-test, 탐색적 요인분석(EFA), Pearson 상 관관계 분석, 확인적 요인분석(CFA), Cronbach’s α 계수를 살펴보았다. 연구결과 유아교사 정서노동 측정척도는 총 45문항으로 구성되었으며, 하위요인은 유아로 인한 정서노동, 동료교사로 인한 정서노동, 원장(원감)으로 인한 정서노동, 학부모로 인한 정서노동, 조직문화로 인한 정서노동, 잡무와 근무환경으로 인한 정서노동의 6요인이었다. 본 척도의 신뢰도 범위는 .69∼.92, 전체 신뢰도는 .95로 나타났으며, 모형적합도 지수는 TLI=.954, CFI=.962, RMSEA=.064로 유아교사의 정서노동을 측정하기위한 척도로서 신뢰롭고 타당한 것으로 나타났다

이직한 유치원 초임교사의 이직 동기에 관한 연구

임승렬(Lim Seung Ryoul),권혜진(Kwon Hey-Jin) 한국열린유아교육학회 2005 열린유아교육연구 Vol.10 No.4

본 연구는 유치원 현장을 떠난 유치원 초임교사들의 이직 동기를 살펴봄으로써 유치원 교사의 이직률을 낮추고 능력과 열의 있는 교사들을 현장에서 보유할 수 있는 방안을 모색하는데 시사점을 얻고자 하였다. 연구방법으로는 7명의 교사를 대상으로 면접, 저널쓰기의 방법을 사용하여 자료를 수집하였고 수집 내용을 범주화하여 질적 분석을 하였다. 본 연구 결과로 첫째, 초임교사들은 인간관계에서의 어려움과 갈등 때문에 이직행동을 보였다. 갈등의 대상으로 원감, 원장, 학부모와 가치관의 차이가 해당된다. 이 중 가장 두드러진 갈등 양상을 보명 대상은 원감이었다. 둘째, 본 연구에서 초임교사는 부적절한 조직 풍토에 의하여 이직 행동 결심하였다. 부적절한 조직 풍토에는 초임교사의 고립감, 올바르지 못한 사회화를 경험한 겉과 속이 다른 동료, 열악한 교사 복지 후생, 업무 횡포의 조직 분위기, 부적절한 업무 배분 등이 해당된다. 셋째, 초임교사는 교수방법에 대한 어려움을 가지고 있었다. 수업 준비 부족과 수업에서의 실패로 인한 좌절감, 시범 수업 및 보이기식 행사로 인한 파행 수업 등이다. 넷째, 유아 교사직의 낮은 보수와 사회적 인식이 초임교사의 이직동기를 갖게 하였다. 유치원 교사들의 낮은 보수 체계는 낮은 물질적 보상의 차원뿐만 아니라, 스스로가 사회적으로 낮은 위치에 있다고 여기는 자아만족감과도 연관되었다. The purpose of this study is to analyze turnover intentions of kindergarten teachers who have already left kindergarten at beginning teacherhood and to suggest ways to keep the teaching profession as well as to reduce the rate of turnover for kindergarten teacher. Of informed teachers around 7 teachers were selected finally. Interview and journal writing were used to analyze their turnover intentions. The data were analyzed qualitatively by content analysis. The results of this study were follows: First, the beginning teacher had the problems that they faced conflict of director, vice-director, parents and gap of education philosophy between teacher and director or parents. Especially, they suffer from conflict with vice-director commonly. It made the novice teacher decide to leave kindergarten. Second, unsuitable organizational climate including feeling of isolation, inappropriate socialization, low level of welfare, discriminatory treatment made the beginning teacher to decide to leave kindergarten. Third, teaching method including shortage of time for preparation teaching and frustration resulted in failure of teaching and caused to leave the teaching job. Fourth, low-income and low social cognition about kindergarten teaching job had the beginning teacher decide to leave kindergarten.

멘토링을 통한 초임교사의 유아중심 자유놀이시간 운영 변화 탐색

임승렬(Lim, Seung-ryoul),박소민(Park, So-min) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.5

목적 본 연구는 멘토링 과정에서 초임교사의 유아중심 자유놀이시간 운영 변화를 탐색하고자 하였다. 방법 초임교사의 자유놀이시간 운영의 변화를 알아보기 위하여 유아⋅놀이중심 교육과정을 시도하고자 하는 기관을 섭외한 후, 멘토링에 참여 의사를 밝힌 초임교사 2명을 연구 참여자로 선정하였다. 멘토인 연구자는 연구 참여교사와 2019년 10월 10일부터 11월 29일까지 약 7주간 멘토링을 실시하였으며, 참여관찰과 면담, 미션 기록지, 교사 모임, 연구자 저널 등을 자료로 수집하였다. 결과 멘토링을 통하여 초임교사는 반성적으로 사고 할 수 있는 힘이 생겨났다. 이로써 초임교사는 유아중심 자유놀이시간 운영을 위한 교실 환경을 마련하고, 자유놀이시간 교사의 다양한 역할이 필요함을 인식하였다. 또한, 유아의 의견을 반영한 놀이계획을 수립하고 지원함으로써 교사중심에서 유아중심 자유놀이시간으로 운영하는 변화가 나타났다. 결론 본 연구의 결과는 2019 개정 누리과정을 실행하는 교사의 개별적인 요구와 상황을 고려한 멘토링이 교사의 반성적 사고를 이끌고, 개정된 교육과정을 이해하며 전문성 신장에 긍정적 변화를 가져옴을 시사하고 있다. Objectives This study aimed to explore changes in early childhood-centered free play time operation of beginning teacher in the mentoring process. Methods For the purpose, organizations were invited to try to operate child-and-play-centered curriculum, and two beginning teachers who expressed their intention to participate in mentoring were selected as participants in the study. The researcher who was a mentor conducted mentoring with the research participant for about 7 weeks from October 10 to November 29, 2019, and participation observations, interviews, mission records, teacher meetings, and researcher journals were collected as data. Results Through mentoring, beginning teachers have the power to think reflectively. As a result, beginning teacher prepared a classroom environment for the operation of infant-centered free play time, and recognized the need for various roles of teachers during free play time. In addition, by establishing and supporting a play plan that reflects the opinions of children, there was a change from teacher-centered to infant-centered free play time. Conclusions Based on the results of this study, mentoring considering the individual needs and circumstances of teachers implementing the 2019 revised Nuri curriculum leads to reflective thinking of teachers, understands the revised curriculum, and brings positive changes to professional development.