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스테이션 교수전략을 활용한 예비유아교사 메이커교육 프로그램 개발 및 적용: 유아교과교재 연구 및 지도를 중심으로
조은래(EunLae Cho) 한국보육지원학회 2020 한국보육지원학회지 Vol.16 No.6
Objective: In this study, we tried to verify the effects of program by constructing an effective maker education program that can cultivate the maker s capabilities through voluntary production activities by utilizing various technologies and tools. Methods: First, prior research on maker education and the station teaching strategy was considered, and interviews and surveys were conducted on prospective early childhood teachers in order to find out the degree of demand for maker education. The final program was finalized through verification of the contents validity. Results: The developed program was applied to a total of 49 prospective early childhood teachers (24 in the experimental group, 25 in the comparative group) attending U College, and it was found to be effective in enhancing convergence talent, education knowledge of early childhood teachers technology, and self- directed learning skills. Conclusion/Implications: These findings show that the preliminary early childhood teacher maker education program using station teaching strategy has educational value that can be used as an effective teaching method in early childhood education.
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홍성희(Hong, SungHee),조은래(Cho, EunLae) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.11
본 연구는 유아교사가 유아교육기관 평가에 대해 어떻게 인식하고 있는지를 은유 분석을 통해 살펴보고자 하였다. 이를 위해 부산, 경남, 서울, 경기도에 소재하고 있는 유치원과 어린이집에 근무하는 교사 218명을 연구대상으로 선정하였다. 본 연구를 위해 2015년 1월 18일부터 2월 5일까지 질문지를 활용하여 자료를 수집하였다. 수집된 자료는 연구자를 포함하여 유아교육전문가 총 3인이 주제를 중심으로 범주 화화여 교차 검토하였으며, 은유의 명명, 명명한 은유의 분류 및 제거, 분석단위 결정, 표본 은유 편집과 범주화의 4단계를 거쳐 수립된 자료를 분석하였다. 연구결과, 유아교사들이 인식하는 유아교육기관 평가는 성장을 돕는 평가, 본질을 잃는 평가, 목적지로 안내하는 평가, 고진감래의 평가, 두려움과 힘듦의 평가, 끊임없이 반복되는 평가, 다름을 인정하지 않는 평가로 7개로 범주화 되었다. 이를 통해 유아교사들은 유아교육기관 평가가 교직원과 유아교육기관의 긍정적 성장을 돕는 반면 유아교 육기관의 다양성을 상실시키고 구성원의 행복감을 저해한다고 인식함을 알 수 있었 다. 이러한 결과를 바탕으로 구성원 모두가 행복하고 유아교육기관의 질적 성장을 도모할 수 있는 유아교육기관 평가방안을 제안하고자 하였다. The purpose of this study was to analysis the metaphors of early childhood teachers on evaluation of early childhood educational institutions in an effort to examine their awareness of it. The subjects in this study were 218 selected teachers who worked in kindergartens and daycare centers. After their metaphors on early childhood educational institution evaluation were gathered, the collected data were categorized around the theme, and the meanings of the metaphors were analyzed. As a result, the way that the early childhood teachers looked at early childhood educational institution evaluation was categorized into seven: evaluation that is helpful in growing, evaluation that misses its own substance, evaluation that guides to the destination, evaluation that gives sweet after bitter, evaluation that is scary and gives a hard time, constantly repeated evaluation, and evaluation that doesn t recognize differences. Thus, the early childhood teachers were found to perceive that evaluation of early childhood educational institutions facilitated the positive growth of the educational institutions and the teaching staff but resulted in ruining the diversity of the educational institutions and dwindling the happiness of the organizational members. Given the findings of the study, how to evaluate early childhood educational institutions to ensure the happiness of every member and the qualitative growth of early childhood educational institutions was suggested.
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인공지능 시대 준비를 위한 유아교사 소프트웨어 수업역량 증진 프로그램 개발
홍광표 ( Hong Kwangpyo ),조은래 ( Cho Eunlae ) 미래유아교육학회 2024 미래유아교육학회지 Vol.31 No.1~2
The purpose of this study was to develop a software teaching competency enhancement program for preschool teachers in preparation for the age of artificial intelligence, and to verify its effectiveness. For this, drafts and final versions of the program were developed, applied in the field, and validated for feasibility. Literature research, case studies, and needs assessments were conducted to develop the initial draft of the training program. Content validity verification and qualitative feedback were collected to develop the final version of the training program. To verify the validity of the training program, it was directly applied to 25 teachers over two months, and the improvement in their teaching competencies was assessed. The study found that the experimental group, which applied the program, showed an increase in AI software teaching competencies compared to the control group. The conclusions of the study are as follows: First, the purpose of the program is to cultivate teachers’ abilities to design, develop, execute, and evaluate lessons. Second, the content and method of the program should apply the logic of AI while adhering to the methodology of preschool play activities presented in the Nuri curriculum. Third, the evaluation of the program should be conducted separately for teachers and preschoolers. This research is significant as it provides clues for the development of an AI-based software teaching program for preschoolers and their teachers.
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