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RISS 인기검색어
- 검색키워드
- 저자 : 엄소명(So Myoung Um) (검색결과 2 건)
- 무료
- 기관 내 무료
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보육교사의 영유아 및 학부모에 대한 정서노동유형과 정서표현규칙지각 및 정서조절전략 간의 관계 연구
신동주(Dong Ju Shin),엄소명(So Myoung Um) 한국보육학회 2020 한국보육학회지 Vol.20 No.3
Objective: The purpose of this study was to examine the relationship among emotional labor types performed by childcare center teachers for young children and parents, their perception of emotional display rules, and emotion regulation strategies used by them. Methods: A survey was conducted on 133 teachers working at child care centers in the Seoul metropolitan area. Pearson Correlation was calculated to find out the relationship among emotional labor types, perception in emotional display rules, and emotion regulation strategies. Multiple regression was conducted to find out the impact of childcare teachers perception of emotional display rules and emotion regulation strategies on emotional labor types. Results: The main results of this study were as follows. First, child care teachers experienced both surface acting and deep acting of emotional labor at higher levels for young children and parents. In addition, it was found that the teachers performed more deep acting than surface acting. Also, in the case of surface acting, the teachers performed it more frequently in the interaction with parents than with young children. Second, childcare center teachers perception of emotional display rules had a positive correlation with their emotional labor for young children and parents. Also, antecedent-focused emotional regulation strategies had a positive correlation with deep acting, while response-focused emotion regulation strategies had a positive correlation with surface acting. Conclusion/Implications: This study had implications for providing basic data to understand the aspect of emotional labor experienced by child care teachers and emotional health support measures for them.
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예비유아교사의 R-러닝 전문성 향상을 위한 학생 동아리 프로그램
이경옥(Lee, Kyung-Ok),이상희(Lee, Sang-Hee),엄소명(Um, So-Myoung),정다희(Jung, Da-Hee) 한국어린이미디어학회 2012 어린이미디어연구 Vol.11 No.3
본 연구에서는 예비유아교사들을 대상으로 R 러닝에 대한 전문성 향상을 위한 학생 동아리 프로그램을 개발하고 예비유아교사의 R-러닝 전문성 변화과정을 살펴보았다. 예비유아교사의 R-러닝 전문성 향상을 위한 학생 동아리 프로그램은 R-러닝 기초지식 습득, R-러닝 활동계획, R-러닝 현장적용, 활동 및 자기 평가로 구성되었다. 프로그램 운영 후 예비유아교사의 전문성 변화과정을 살펴본 결과, 프로그램에 참여한 예비유아교사의 R-러닝에 대한 인식이 긍정적으로 변화하였으며, R-러닝 지식과 조작기술이 향상된 것으로 나타났다. 이러한 결과에 따르면 예비유아교사가 현직교사가 되었을 때 R-러닝을 효율적으로 적용할 수 있을 것으로 기대된다. 즉 본 연구에서 개발한 R-러닝 학생 동아리 프로그램은 예비유아교사의 R-러닝 전문성 향상에 긍정적으로 기여하며, 이후 R-러닝 학생 동아리 프로그램을 통하여 R-러닝 전문성을 강화하고 유아교육현장 적용 능력을 향상시키는데 기여할 수 있을 것이다. This study suggested a model for students’ learning community program to improve the R-learning professionalism of pre-service teachers in early childhood education. For R-learning in early childhood education, pre-service teachers need basic knowledge of planning and practicing ability in R-learning activities, and assessment of R-learning practice. To examine the appropriate program, this study observed the change of pre-service teachers’ professionalism during the operation of the students’ learning community. The results suggested that the students learning community had positive effects on the professionalism of pre-service teachers ; as a result of their activities (1) the pre-service teachers had acquired R-learning knowledge and operating skills; (2) the students’ learning community played a significant role in changing awareness of R-learning in more positive ways ; (3) by applying hands-on practice, pre-service early childhood teachers learned various R-learning teaching methods that helped them in planning and practicing activities with robots. In conclusion, this study confirmed that the students learning community is an adequate program to improve pre-service teachers’ R-learning professionalism.
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