유치원 교사의 자율성 인식에 관한 연구

다국어 초록 (Multilingual Abstract)

This study has investigated that how the autonomy of kindergarten teacher is guaranteed under organizational culture of kindergarten climate and institution operation as well as the teachers’ autonomy recognized by themselves. The study conducted a depth interview targeting 10 kindergarten teachers to investigate the meaning of teacher autonomy that teachers realize in the education field and analyzed improvement plan for securing their autonomy to establish a foundation which could apply the autonomy of teachers to the education field.
The study problem to achieve study purpose is as follows.
First, what is the meaning and necessity of kindergarten teachers’ autonomy recognized by themselves?
Second, what is the characteristic of teacher autonomy in the institution operation such as kindergarten organization culture and characteristic?
Third, what is the feature of teacher autonomy in the education and curriculum of kindergarten?
Fourth, what is necessary condition to secure and improve kindergarten teachers’ autonomy?
As a study method to solve above study problem, this study conducted a depth interview targeting 10 kindergarten teachers working for public and private kindergarten located in Jeonju-si, Jeollabuk-do and 5 teachers from public kindergarten and 5 teachers from private kindergarten by institution type had been participants in the study to analyze teacher autonomy. The study results are as follows.
First, teachers recognized their autonomy subjectivity. They thought the meaning of autonomy is that a teacher could spread its thought in the class without disturbance from institution managers or parents of children and operate it based on the self-determination and leadership of task.
Second, it needs urgent review about fundamental understanding and value of teacher autonomy. The teachers has recognized that their autonomy is very important and necessary to teach children and emphasized their difficulty of education activities because their autonomy is not guaranteed smoothly in the education field.
Third, the teacher autonomy showed different difference in institute types for operation of kindergarten and the teachers who are not guaranteed the autonomy are under work stress.
Fourth, it is a recognition that the teacher autonomy is the largest necessary part in education and curriculum of kindergarten but it is hard to demonstrate. Both private and public had planned their education activities based on the Nuri program. It means that there is a limitation to select educational contents and shows inconvenience that teachers only teach children with given contents.
Fifth, guarantee of teacher autonomy is closely connected with a leadership of kindergarten director. Teachers has considered that it is important to be recognized and be respected by kindergarten director who is operating and leading kindergarten for guarantee of teacher autonomy.
Sixth, professionalism and responsibility is necessary conditions to guarantee teacher autonomy. According to the result, teachers thought that they have to have professionalism and responsibility to secure their autonomy.
The study conclusion based on the study results is as follows.
First, the autonomy of teacher is important and necessary element for teachers who lead educational activities. Teachers should consider of children’s developmental feature and interesting as well as operating class initiatively. Teachers should implement the education for children containing own educational philosophy through creative and flexible learning activities without outside interference such as managers or parents of children.
Second, the autonomy of teacher should be guaranteed in the kindergarten operation, education, and curriculum. There is significant difference in teacher autonomy by institute type. To guarantee the autonomy of teacher, participation rate of teacher might be high and working environment should be improved.
Third, professionalism and responsibility as a teacher should be improved to guarantee the autonomy of teacher. Teachers’ active volition and effort to need responsibility is important to improve professionalism for demonstration of teachers’ autonomy. In addition, teachers should have responsibility and effort to deliver high-quality teaching by showing their flexibility and discretionary power.

목차 (Table of Contents)

• Ⅰ 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• Ⅱ 이론적 배경 6
• 1. 교육의 자율성 6
• 2. 교사의 자율성 7
• 가. 교사 자율성의 의미 7
• 나. 교사 자율성 보장의 중요성 9
• 3. 유아교사의 자율성 11
• 4. 유치원 기관운영에서의 교사 자율성 12
• 5. 유치원 교육 및 교육과정에서의 교사 자율성 14
• 6. 선행 연구 분석 16
• 가. 교사 자율성에 대한 인식 수준 연구 16
• 나. 기관 운영에서의 교사 자율성에 관한 연구 17
• 다. 교사 자율성이 교육과정에 미치는 영향 연구 18
• Ⅲ 연구 방법 21
• 1. 연구 참여자 21
• 2. 자료 수집 방법 22
• 3. 자료 분석 방법 24
• Ⅳ 연구 결과 26
• 1. 유치원 교사가 인식하는 교사 자율성의 의미와 필요성 26
• 가. 교사 자율성의 의미 26
• 나. 교사 자율성의 필요성 27
• 2. 유치원 조직문화와 관료의 특성 등 기관 운영에서의 교사 자율성의 특성 31
• 가. 교육계획 수립 운영 참여도 31
• 나. 부모 및 지역사회와의 연계 33
• 다. 유치원 내 업무처리 36
• 3. 유치원 교육 및 교육과정에서의 교사 자율성의 특성 38
• 가. 교수-학습 활동을 위한 주제 선정 및 학습 과정 38
• 나. 생활지도를 위한 계획 수립 및 방법 41
• 다. 유아 발달에 대한 관찰 및 평가 방법 42
• 4. 유치원 교사의 자율성 보장 및 신장을 위한 필요조건 45
• 가. 교사 자율성을 보장(외부적 요인) 받기 위한 필요조건 45
• 나. 교사 자율성을 신장(내부적 요인) 시키기 위한 필요조건 48
• Ⅴ 논의 52
• Ⅵ 요약 및 결론 57
• 1. 요약 57
• 2. 결론 60
• 참고 문헌 62