한국과 미국, 독일의 초임교사 교육에 관한 비교연구

유지영 ( Ji Young You ) 충남대학교 교육연구소 2010 교육연구논총 Vol.31 No.1

초임교사는 직전 교육을 받고 교육 현장에 투입된 후 많은 어려움에 직면해 있으며 전문성 신장에도 어려움을 겪고 있다. 이에 본 연구는 우수한 초임교사를 확보하기 위해 평가라는 제도적 장치를 통하여 초임교사의 자격 기준을 강화하는 미국과 학교 현장을 중심으로 초임교사의 전문성을 체계적으로 개발하고 실행하는 독일을 대상으로 두드러진 특징들을 고찰하여 한국의 초임교사 교육에 도움이 될 만한 시사점을 발견하는 데 그 목적이 있다. 본 연구를 통해 얻은 결론은 다음과 같다. 첫째, 미국의 초임교사 교육은 학생들의 학습 결과를 향상시키는 일환으로 교사들의 자격 기준을 강화하고, 초임교사가 갖추어야 할 10가지 기준을 제시하여 초임교사 교육을 통해 전문성 신장을 유도하고 있다. 둘째, 독일의 초임교사 교육은 두 차례에 걸친 국가시험과 그 사이에 존재하는 수습 근무 기간을 두어 현장 중심 교육을 강화하여 교원의 질을 제고하고자 노력하고 있다. 이에 우리나라의 초임교사 교육은 교사 자격 기준을 정하여 평가하거나 초임교사가 당면한 가장 큰 문제인 교육현장에서의 교직수행 능력을 향상시키는 방안으로 현장 중심의 교육을 강화해야 할 것이다. The Purpose of this study was to find some suggestions to improve beginning teacher education for the beginning teachers at the elementary through a comparative study of three countries, Korea, United States of America, Germany, focused on their beginning teacher education. In this study, available data and literatures about beginning teacher education were gathered and analysed. In U.S.A, beginning teacher education based on ten standards of teacher certification, which beginning teachers have, leads to improve beginning teacher`s Professionality. In Germany, teacher education focused on the field is reinforced by two step state exam and internship between state exam. These are main difference of teacher certification system in Korea, which the 2nd class regular teacher, who is beginning teacher, becomes the 1st class regular teacher through the qualification training. Therefore, to improve the beginning teacher`s Professionality, teacher`s certification should be made and teacher education focused on the field should be reinforced.

한국 초등학교 초임교사의 교직갈등에 관한 질적 연구

노지영 한국교원대학교 교육연구원 2014 敎員敎育 Vol.30 No.3

The purpose of this study is to explore profession conflicts of beginning teachers through analysis of aspects and meaning of conflicts. Objects of study limit membership to teachers who have less than 3 years of teaching experience in public elementary schools: Seoul and Jeollanam-do. The interviews were conducted by semi-structural and non-structural interviews. The interviews were recorded to preserve data with the interviewer's consent. The results of the study are as in the following. First, teaching profession conflicts as an individual. Beginning teachers have been confused about their identities, getting clothed with their responsibilities as teachers. The age gap of beginning teachers has been getting bigger and bigger since the unemployment crisis, moreover, each has different work experience, which is a struggle for beginning teachers. Furthermore, over-concentration in workload due to gender gap is another aspect. Second, teaching profession conflicts as a school system. Beginning teachers have been confused with the changing school system according to each principal’s standards. Also, they feel contradiction to teaching-learning system that is assessment-oriented. In addition, they suffer from assignments and over-concentrated workloads which lack structured principals, yet each are sensitive to rumors and to the watchful eye of senior teachers. Third, teaching profession conflicts off-campus. Beginning teachers have scruples about the relationship between parents of students and themselves. Particularly, beginning teachers who work in schools which are not economically, culturally, or socially advanced undergo all sorts of hardships from impolite parents of students. Meanwhile, their dwellings undergo a change according to their working conditions. The beginning teachers who get assigned to agricultural, mountainous, and fishing villages, have to live in official residences. However, beginning teachers, who get assigned to cities, go through financial difficulties as well. Even though they are in different difficult situations, but both experience dwelling conflicts. The discussion, based on the results of this study, is as in the following. First, teachers’ conflicts end up to be closely related to the school organization. Second, beginning teachers’ professional conflicts originate from simultaneously entering into relationships with various types of and social levels of people in schools. Third, problems that beginning teachers go through are also closely connected to the social climate in which women have hardships in the work field. Fourth, the conflict of the age gap of beginning teachers getting broader and their work experiences becoming more diverse is related to a mocro-societal crisis involving the current unemployment crisis. Fifth are the various informal group structures in schools. Sixth, teachers in Seoul and Jeollanam-do have experienced unique local characteristics. 이 연구는 전남과 서울의 초등학교 초임교사를 대상으로 교직적응 과정에서 겪는 갈등의 양상을 파악하고, 그들이 겪는 갈등의 원인을 분석함을 통해 교직초기 교사들의 교직갈등을 드러내는 데 그 목적이 있다. 연구의 목적을 달성하기 위하여 선행연구를 바탕으로 반구조화된 질문지를 작성하여, 서울과 전남 지역 초임교사들을 대상으로 심층면담을 실시하였다. 본 연구는 질적 연구의 특성상 연구결과의 일반화에 한계가 있으나 교직 초기에 경험하는 교사의 주관적 인식과 갈등 과정에 대한 묘사를 통해 초임교사의 교직적응 과정을 설명하는 개념 틀을 형성하는 데 통찰을 제공할 수 있다는 데 의의가 있다. 연구를 통해 초임교사의 갈등원인을 한국사회의 사회문화적 특성, 학교내부, 학교외부로 나누어 살펴보았으며, 이들의 갈등은 일반 조직의 신입사원이나 학교조직의 경력교사의 갈등과 차이점이 있다는 점을 발견하였다.

신규교사 멘토링 경험에 대한 초임교사의 인식 연구

신붕섭 교육종합연구원 2012 교육종합연구 Vol.10 No.2

The purpose of this study is to seek a substantive theory to explain novice teachers' experiences on the beginning teacher mentoring in elementary school settings. The research participants reported that teachers need beginning teacher mentoring due to pre-service program irrelevance and inadequacy in preparing administrative skills and classroom management skills for teachers. However, the beginning teachers felt that the current beginning teacher mentoring programs didn't support the beginning teachers' school adaptation and professional development because of time inadequacy and school members unconcern on the mentoring. The beginning teachers believed that mentoring program would contribute the beginning teachers' school adaptation, and professional development in classroom management skills and administrative skills, if school leaders develop mentoring procedures systematically and beginning teachers strive to obtain veteran teachers' services.

초임음악교사의 정체성 형성 과정 탐색

신지혜 ( Shin Jihae ) 한국예술교육학회 2020 예술교육연구 Vol.18 No.4

교사 정체성은 교직을 수행하는 데 있어 중요한 역할을 한다. 따라서 본 연구는 초임음악교사들이 어떠한 과정을 통해서 음악교사 정체성을 형성해 나가며, 이러한 정체성 형성에 영향을 미치는 요인이 무엇인지 파악하는 것을 목적으로 한다. 이를 위해 서울 및 경기지역 초임음악교사 5명을 대상으로 성찰저널과 개별면접을 통해서 자료를 수집하고 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 초임음악교사들은 시간이 지나고 교직 경험을 쌓을수록 음악을 가르치는 교사의 정체성에 좀 더 집중하는 모습을 보였는데, 이러한 정체성 변화에 주된 요인은 교수 경험을 통한 수업에 대한 자신감이었다. 둘째, 선행연구와 달리 한국의 초임음악교사들은 교사 정체성으로 음악가적인 자아를 거의 보이지 않았다. 셋째, 비록 일부의 교사에게서 나타났지만 행정적인 일을 하는 교사의 모습은 초임음악교사 정체성에 중요한 부분으로 제시되었다. 넷째, 초임음악교사들은 교사가 되기 이전에 자신이 되고 싶은 구체적인 교사의 모습을 형성하는데 어려움을 겪었다. 다섯째, 사회적 정체성은 초임교사들이 교직생활 초반 자신의 교사 정체성을 형성해 나갈 때 중요한 역할을 한 요인이었다. Teacher identity plays an important role in working as teachers. Therefore, the purpose of this study was to investigate how beginning music teachers construct their teacher identity and what factors affect the formation of teacher identity. Five beginning music teachers in Seoul and Gyeonggi-do participated in this study, and reflective journals and individual interviews were used to gather the study data. The research results were as follows. First, the more beginning music teachers spend time in teaching music, the more they focus on music teaching identity. Confidence through teaching experience was the main factor to affect beginning music teachers’ identity. Second, different from previous studies, Korean beginning music teachers in this study hardly showed musician identity. Third, a few music teachers focused on administrative tasks, which was one of the important aspect of their teacher identity. Fourth, beginning music teachers had difficulty in forming concrete teacher identity before they started to work in schools as music teachers. Finally, social identity was one of the most important factors which affected music teachers’ identity at the beginning of their teaching career.

특수교육지원센터에 근무하는 초임 특수교사의 직무 경험에 관한 현상학적 연구

진보향,황순영 한국교원교육학회 2023 한국교원교육연구 Vol.40 No.1

The purpose of this study is to find out the job experience of beginning special teachers who was first appointed to the special education support center and to prepare support plans and teacher education plans for them. The research question was set as what the job experience of beginning special education teachers who was first assigned to the special education support center. For this purpose, the research participants were 6 beginning special education teachers who were first appointed to the special education support center and in-depth interviews were conducted using a semi-structured questionnaire. As a result of in-depth interview, 4 upper categories, 14 lower categories, and 29 semantic units were derived. Looking at the results of the study, first, beginning special education teachers were disturbed classes while doing itinerant education in a poor class environment. Second, beginning special education teachers working at the special education support center were performing heterogeneous tasks and were experienced identity confusion as a result. Third, beginning special education teachers hoped that experienced teachers would be assigned in the support cente. In addition, based on their experiences, they wanted improvement plans for teacher training institutions’ curriculum and various support plans for beginning special education teachers. Fourth, beginning special education teachers had a lot of difficulties in the special education support center, but they felt rewarded as teachers and showed growth in the process of handling their work. This study is meaningful in that it recognized the job experience of beginning special education teachers working at the special education support center and suggested various ways to help them adapt. 본 연구는 특수교육지원센터에 첫 발령을 받은 초임 특수교사의 직무 경험과 그 의미를 알아보고 이들을 위한 지원방안 및 교사교육방안을 마련하는 데 목적이 있다. 이를 위한 연구 문제는 특수교육지원센터에 첫 발령을 받아 근무하는 초임 특수교사의 직무 경험은 어떠한가이다. 연구 참여자는 특수교육지원센터에 첫 발령을 받은 초임 특수교사 6명이며 이들을 대상으로 반구조화된 질문지를 활용하여 1~3차 심층 면담을 진행하였다. 또한 본 연구는 연구 참여자가 자기 경험을 진술하므로 윤리적 문제를 고려하였다. 심층 면담 결과 4개의 상위범주, 14개의 하위범주, 29개의 의미 단위가 도출되었다. 연구 결과를 살펴보면 첫째, 초임 특수교사는 열악한 수업환경에서 순회교육을 하며 수업 방해를 받고 있었다. 둘째, 특수교육지원센터에 근무하는 초임 특수교사는 동료 초임 교사와 달리 이질적인 직무를 수행하고 있었고 그로 인해 정체성 혼란을 경험하는 것으로 나타났다 셋째, 초임 특수교사는 지원센터에 경력 교사도 함께 배치되길 바랐다. 그 밖에도 이들은 자신들의 경험을 바탕으로 교원양성기관 교육과정의 개선방안, 초임 특수교사를 위한 각종 지원방안을 원하였다. 넷째, 초임 특수교사는 특수교육지원센터에서 많은 어려움을 겪었으나 교사로서 보람을 느끼고 업무처리 과정에서의 성장을 보이고 있었다. 본 연구는 특수교육지원센터에 근무하는 초임 특수교사의 직무 경험을 알아보고 이들의 적응을 도울 방안을 제시했다는 점에 의의가 있다.

교사효능감에 미치는 학습조직과 초임교사 멘토링의 효과

신붕섭 ( Boong Seop Shin ) 한국초등교육학회 2010 초등교육연구 Vol.23 No.2

This study was conducted to see the influences of the school's learning organization and beginning teacher mentoring on their efficacy as teacher in elementary schools. The subjects were 116 beginning teachers who were trained for regular certificate-1 as elementary teacher. The research problem was resolved through the AMOS6.0 version. The main results were as follows. Firstly, school's learning organization was co-related relatively with the teacher mentoring function. And, the all sub-variables of learning organization were co-related high with teacher's self-regulation. Secondly, the school's learning organization influenced positively on the beginning teachers' mentoring, and the beginning teachers' mentoring influenced positively on the beginning teachers efficacy. But, the beginning teacher's efficacy was not influenced by the school's learning organization directly. Thirdly, the beginning teachers' mentoring influenced directly on their efficacy as teacher. But the school's learning organization influenced indirectly on the beginning teachers' efficacy through the teacher mentoring. The study concluded that the beginning teachers' mentoring had to activated for the beginning teacher's adaptation and efficacy as teacher in teaching entry period. But, The learning organization as school character didn't influenced teacher's efficacy directly. The following research is needed to investigate relationship between learning organization and teacher efficacy.

특수교육지원센터 초임교사가 순회교육 과정에서 경험하는 어려움과 지원요구

조수민,홍재영 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.19

Objectives The purpose of this study was to conduct a qualitative study and deeply examine the challenges and support needs experienced by beginning teachers in special education support centers during itinerant education. Methods To this end, snowball sampling was conducted to target 5 beginning teachers working in special education support centers in Jeollabuk-do Province as the research participants. This study intended to closely investigate the experience of beginning teachers that implement itinerant education in special education support centers, so a semi-structured interview was developed with 3 domains and 12 components about the ‘operation status of itinerant education,’ ‘challenges of itinerant education,’ and ‘support needs for itinerant education.’ Based on the semi-structured interview, 1-2 sessions of in-depth interview, which is a qualitative study, were conducted and the collected data were analyzed with inductive analysis through the three coding processes that consisted of transcription, coding, and meaning generation. Results The analysis result showed that the struggles of the beginning teachers can be classified into 4 upper categories and 13 sub-categories. The first upper category is ‘a lack of expertise’ and recognized the lack of expertise as a teacher such as establishing itinerant education activity plans, classes, and interventions for behavior problems. The second upper category is ‘psychological conflicts from relationships’ and beginning teachers experienced challenges in their relationships with inclusive teachers, guardians, and the students during the itinerant education. The third upper category was the ‘barren road for self-development’ as there were limits in the training for itinerant education or human resource. The fourth upper category is the ‘poor environment and administrative⋅ financial support’ and there were insufficient environmental conditions for itinerant education and administrative⋅ financial support. The support needs of the beginning teachers can be categorized into 3 upper categories and 6 sub-categories. The first upper category is for ‘teachers to develop’ through efforts for the growth of teachers' expertise such as training and professional learning community. The second upper category is ‘a school that collaborates and communicates.’ The beginning teachers emphasized the need to cooperate and communicate with the inclusive teachers and the school parents. The third upper category is ‘effective administrative⋅financial support’ as there were demands of appropriate administrative⋅financial support to perform the duties effectively. Conclusions The study results can be applied as the base data of policy support plans for the itinerant education of the beginning teachers in special education support centers and also to examine the measures required for the beginning teachers to develop into professional itinerant teachers. 목적 이 연구는 질적연구 방법을 통해서 특수교육지원센터에서 근무하는 초임교사들이 순회교육 과정에서 경험하는 어려움과 지원요구를 심층적으로 탐색하는 데 목적이 있다. 방법 이를 위하여 눈덩이(snowball) 표집을 통하여 전라북도 소재 특수교육지원센터에 근무하는 5명의 초임교사를 연구 참여자로선정하였다. 특수교육지원센터에서 순회교육을 실시하고 있는 초임교사들의 경험을 면밀히 들여다보기 위해 ‘순회교육 운영 실태’, ‘순회교육 실시에 대한 어려움’, ‘순회교육에 대한 지원요구’에 대한 3가지 영역과 12개의 내용 요소를 포함한 반구조화된 형식의면담 목록을 개발하였다. 이러한 반구조화된 면담 목록을 통해 질적연구 방법인 심층 면담을 1-2회기 진행하였고, 수집한 면담 자료는 전사, 코딩, 의미 생성 과정인 3차 코딩 과정을 거쳐 귀납적 분석을 하였다. 결과 분석 결과, 초임교사들이 겪는 어려움은 상위범주 4개와 하위범주 13개로 분류할 수 있었다. 첫째 상위범주는 ‘부족한 전문성’ 으로 초임교사는 순회교육 활동계획 수립, 수업, 문제행동 중재 등과 같은 교사의 전문성 부족을 인식하였다, 둘째 상위범주는 ‘관계에서 오는 심리적 갈등’으로 초임교사는 순회교육 과정에서 통합교사, 보호자, 학생과의 관계에 어려움을 경험하였다. 셋째 상위범주는 ‘척박한 자기 계발의 길’로 순회교육를 위한 연수나 인적 자원에 한계가 있었다. 넷째 상위범주는 ‘열악한 환경 및 행⋅재정적 지원’ 으로 순회교육의 환경적 부분과 행⋅재정적 지원이 부족한 것을 알 수 있었다. 초임교사들의 지원요구는 3개의 상위범주와 6개의하위범주로 범주화할 수 있었다. 첫째 상위범주는 ‘성장하는 교사’로 연수, 전문적 학습공동체 등 교사 전문성 신장을 위한 노력이필요하였다. 둘째 상위범주는 ‘협력과 소통이 있는 학교’이다. 초임교사는 통합교사, 학부모와의 협력 및 소통이 필요하다고 하였다. 셋째 상위범주는 ‘효과적인 행⋅재정적 지원’으로 업무를 효율적으로 수행할 수 있는 적절한 행⋅재정적 지원이 요구되었다. 결론 이러한 결과는 특수교육지원센터에서 근무하는 초임교사들의 순회교육을 위한 정책적 지원 방안과 초임교사가 전문성 있는순회교사로 성장하는 데 필요한 방안을 모색하기 위한 기초자료로 활용할 수 있을 것이다.

중등 초임 과학교사의 수업 전문성 개발 실태 분석

곽영순 한국지구과학회 2009 한국지구과학회지 Vol.30 No.3

In this research, we investigated the support system and professional development in teaching practices of beginning science teachers through instructional consulting. Using open-ended interviews with the participating teachers and group discussions taking place on a regular basis to analyze and compare classes of six beginning teachers, we analyzed beginning teachers' professional development efforts centering around their teaching practices. The group discussion consisted of 6 beginning teachers and another 6 experienced teachers, they discussed and cross-analyzed beginning teachers’ 9th lessons on middle school science unit, ‘Work and Energy.’ The characteristics of beginning science teachers' professional development drawn from this research are: (1) beginning teachers' teaching practices they were taught, (2) lack of reflection on their teaching practices, (3) no guidance for beginning teachers regarding ways to teach, (4) lack of communication between teachers about teaching science, and (5) lack of time for instructional preparation due to other heavy workload. Suggestions for ways to improve and support beginning teachers' professional development are discussed with experienced teachers. Required conditions for an effective induction program are also discussed. 이 연구에서는 수업컨설팅을 통하여 초임교사 지원 실태와 초임교사의 전문성 개발 노력을 분석하였다. 수업동영상 분석을 위한 컨설팅 협의회, 초임교사와의 면담 자료 등을 활용하여 초임 과학교사들의 전문성 개발 실태와 개선방안을 탐색하였다. 분석대상으로 한 수업은 중학교 3학년 일과 에너지 단원의 9차시 수업이며, 6명의 초임교사와 선배교사로 구성된 6명의 컨설팅 협의진이 차시별 수업을 교차분석하였다. 연구결과에 따르면, 초임교사들의 경우 초임시절에 수업에 대한 교사의 반성적 실천이 없고, 수업하는 방법에 대한 안내도 없어서 대개는 배운 방식대로 학생을 가르치는 경향이 발견된다. 교사로서의 전문성 개발 측면에서도 잡무가 많아서 수업준비를 할 시간이 없을 뿐만 아니라 교사들 사이에 수업에 대한 의사소통이 없었다. 이러한 실태 진단에 대한 대안으로 선배교사들은 초임교사 지원을 위한 시보교사 제도 도입과 교사 협의회의 필요성을 제안하였다. 결론에서는 초임교사 지원을 위한 효과적인 입문 프로그램이 갖추어야 할 조건을 논의하였다.

일반학교 특수학급에 배치된 초임 특수교사의 교직사회화 과정 연구

이두휴 한국교육사회학회 2005 교육사회학연구 Vol.15 No.3

최근들어 통합교육의 확대 차원에서 특수교사의 일반학교 배치가 확대되고 있는데, 이들 학교 에는 교원양성기관을 갓 졸업한 교사가 주로 배치되고 있다. 이 연구는 임용고사를 거쳐 특수교 사로 임용되어 일반 초등학교에 신규로 배치된 초임교사의 교직사회화과정을 분석하는데 목적이 있다. 연구를 위하여 전남지역의 초등학교에 근무하는 교직경력 3년이하의 초임특수교사 15명을 두 집단으로 나누어 집단면접을 실시하였으며, 이들 중 8명의 집중면접대상자를 선정하여 심층면접 을 실시하였다. 연구에 따르면 초등학교에 배치된 초임특수교사들의 교직사회화과정은 일반교육이라는 주류문 화속에서 소수집단으로서의 특수교사의 정체성을 확립해가기 위한 노력의 과정으로 이해될 수 있다. 이 과정에서 초임특수교사들이 사용하는 대응전략은 차이와 양보의 전략이다. 차이의 전략 을 통해서 초임특수교사들은 자신의 역할과 일반교사의 역할이 다름을 주류문화속에 분명히 드 러낼 뿐만 아니라, 자기 스스로 역할을 공고화해 나간다. 또한 양보의 전략을 통해서 그들은 일 반학교내에서 특수교육에 대한 지원과 협력을 촉진시킬 수 있는 우호적인 세력을 확보해간다고 할 수 있다. The purpose of this study was to describe the occupational socialization of beginning special education teachers who were served in elementary schools. In order to pursue the study purpose, a review of literature and an ethnographical interview were made with 15 teachers who had served in chonnam elementary schools. The findings of the study were as follows; First, beginning special teachers who were served in elementary schools experienced conflicts between the idealistic view and the realistic view of teaching profession. Teachers' view of idealistic teaching profession was transformed with their service area. Second, when beginning special teachers who were served in elementary schools got into school, they attempted to draw a sharp line between general education and special education. Their attempts were understood as strategies for getting their identities of special education teachers. Third, beginning special teachers who were served in elementary schools considered their specialties should be strengthened in order to wipe out general teachers' skeptical view on the educability for the disabled. Fourth, in the process of formation of their specialties, beginning special teachers who were served in elementary schools were favorably influenced by the outside special education teachers. Fifth, beginning special teachers who were served in elementary schools made used of the strategy of concession in order to adapt themselves to mainstream school culture. In conclusion, the occupation socialization of beginning special education teachers who were served in elementary schools could be understood as a process of special teachers' struggles against the general teachers centered teaching profession culture.

어린이집의 팀티칭 학급에서 초임교사가 인식한 자기결정성과 경력교사의 사회적 지지가 초임교사의 전문성 인식에 미치는 영향

강정원(Jung Won Kang),김수정(Soo Jung Kim) 한국보육학회 2020 한국보육학회지 Vol.20 No.3

Objective: This study set out to investigate the effects of self-determination and experienced team-teaching teachers support perceived by beginning teachers on their awareness of professionalism at daycare centers. Methods: The participants include 141 beginning teachers providing team-teaching at daycare centers in Seoul, Gyeonggi Province, and Incheon city. An online questionnaire was distributed and collected by mail and email or online questionnaire. Collected data was put to the independent-sample t-test, one-way ANOVA, and Scheffé post hoc test. Multiple regression analysis was conducted to investigate the effects of beginning teachers self-determination and experienced team-teaching teachers support on beginning teachers awareness of professionalism. Results: First, beginning teachers working at work daycare centers positively recognized their self-determination and experienced team-teaching teachers support, professional perception of the beginning teachers rather than beginning teachers at public and corporate daycare centers and private and family daycare centers. In addition, if the experience of a experienced team-teaching teacher is low, the beginning teachers are found to be positively aware of the emotional support among the social support of experienced team-teaching teachers. Secondly, controlling for the type of institution currently employed by beginning teachers and the experience of a experienced team-teaching teacher, when beginning teachers had a positive perception of their self-determination and felt that they received much support from the experienced team-teaching teacher in the same class, they tended to have high awareness of their professionalism. Conclusion/Implications: The findings demonstrate that beginning teachers self-determination and experienced team-teaching teachers support perceived by them had effects on their awareness of professionalism at daycare centers.