Korean Journal of Childcare and Education (한국보육지원학회지)

Korean Association of ChildCare & Educatioin (한국보육지원학회)
권호 표지
DOI QR코드

DOI QR Code

Demand Analysis of Factors of Teaching Competency for Character Education of Early Childhood Teachers

영유아교사의 인성교육 지도역량 요인에 대한 요구도 분석

  • 고은경 (동아대학교 휴먼라이프리서치센터) ;
  • 전효정 (동아대학교 아동학과)
  • Received : 2016.09.26
  • Accepted : 2016.10.12
  • Published : 2016.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to examine teaching competency for character education of early childhood teachers and their demands to improve their capacities. 152 kindergarten and child care teachers responded to 30 survey questionnaires, which included 3 sub-factors(commutative, practical, instrumental) of teaching competency for character education of the teachers, as well as 16 detailed components, designed to check their current competency for character education and to investigate the priority elements that they desired to improve. The data were analyzed based on the Borich request formula, the locus for focus model, and the independent sample t-test across the teacher groups. The results were as follows: Firstly, the most highly demanded teaching competency by the teachers was using tools interactively for character education. And the teachers, among the sub-elements, requested (a) recording and evaluating character education systematically, (b) using local or national resources, (c) planning member's participation, and (d) performing character education related activities systematically. Secondly, more new teachers demanded instrumental competency and answered the need of parents' participation among the sub-elements, more than the more experienced teachers, respectively. The study discussed the implications of promoting early childhood teachers' teaching competency for character education.

Keywords

References

  1. 고은영, 박희숙 (2015). 유아 교사의 핵심 역량에 관한 인식 및 요구도에 관한 연구. 유아교육.보육복지연구, 19(4), 7-33.
  2. 교육과학기술부 (2011). 유치원 기본과정 내실화를 위한 인성교육 프로그램. 서울: 교육과학기술부.
  3. 김국현 (2013). 인성교육을 위한 교사의 역할 변화와 교사교육의 개선. 교원교육, 29(1), 133-150.
  4. 김애경 (2015). 예비 유아교사의 성격유형과 감사성향 및 심리적 안녕감의 관계. 한국보육학회지, 15(1), 71-91.
  5. 김은실 (2015). 보육교사의 인성자기평가와 유아 인성교육 인식 간의 관계. 홀리스틱교육연구, 19(3), 1-15.
  6. 박진희, 손원경 (2015). 유아 인성교육에 대한 예비유아교사의 인식 및 자기평가, 생태유아교육연구, 14(1), 173-193.
  7. 박혜경 (2012). 유치원 교사의 핵심역량에 대한 인식. 유아보육학논집, 16(6), 189-212.
  8. 배진오, 이연승 (2014). 유아교사의 핵심역량에 대한 인식. 어린이문학교육연구, 15(1), 333-354.
  9. 신은주 (2008). 유아교사의 특성과 직무환경에 따른 직무 만족도, 스트레스와 심리적 복지감에 관한 연구. 조선대학교 교육대학원 석사학위논문.
  10. 이병래, 김진호, 강정원 (2005). 영유아교사 양성을 위한 기준교육과정 구성 및 운영 방향 모색:영유아교사의 덕목에 관한 현직교사의 인식과 평가를 중심으로. 유아교육학논집, 19(1), 53-79.
  11. 윤영돈 (2015, 5). 학생 인성교육 실태와 교원 역량에 관한 요구. 한국교원교육학회 제67차 춘계학술대회 주제발표 논문, 광주.
  12. 전재선 (2011). 유아교사 인성 자기평가도구개발 및 타당화 연구. 성균관대학교 대학원 박사학위논문.
  13. 장혜진, 권미량 (2012). 유치원 교사의 교직경력에 따른 교사관심사의 차이. 미래유아교육학회, 19(1), 407-433.
  14. 정창우, 손경원, 김남준, 신호재, 한혜민 (2013). 학교급별 인성교육 실태 및 활성화 방안(2013년 정책연구개발사업). 세종: 교육부.
  15. 정혜욱, 이옥형 (2011). 초임 유아교사아 경력 유아교사의 직무스트레스, 자아탄력성 및 사회적 지지가 직무만족도에 미치는 영향. 유아교육연구, 31(3), 31-53.
  16. 조대연 (2009). 설문조사를 통한 요구분석에서 우선순위결정 방안 탐색. 교육문제연구, 35, 165-187.
  17. 최준환, 박춘성, 연경남, 민영경, 이은아, 정원선 등 (2009). 인성교육의 문제점 및 창의.인성교육의 이론적 고찰, 창의력교육연구, 9(2), 89-112.
  18. 황해익, 탁정화 (2015). 보육교사의 성격강점에 대한 교육 요구도 분석. 유아교육연구, 35(2), 411-438.
  19. Arthur, J. (2003). Education with Character: The moral economy of schooling. London: Routhledge Falmer.
  20. Bandura, A. (1986). Social foundations of thought and action : A social cognitive theory. Englewood Cliffs, NJ : Prentice-Hall.
  21. Berkowitz, M., & Grych, J. H. (2005). Early character development and education. Early Education & Development, 11(1), 55-72.
  22. Bollen, K. A. (1989). Structural equations with latent variables. NY: Wiley.
  23. Borich, G. D. (1980). A needs assessment model for conducting follow-up studies. The Journal of Teacher Education, 3l(3), 39-42.
  24. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing Structural Equation Models (pp. 136-162). Beverly Hills, CA: Sage Publications.
  25. Colker, L. (2008). Twelve characteristics of effective early childhood teachers. Young Children , 63(2), 68-73.
  26. Garton, B. L., & Chung, N. C. (1996). The inservice needs of beginning teachers of agriculture as perceived by beginning teachers, teacher educators, and stste supervisors, Journal of Agriculture Research, 37(3), 52-58.
  27. Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.
  28. Katz, L. G. (1972). Developmental stage of preschool teachers. The Elementary School Journal, 73(1), 50-54. https://doi.org/10.1086/460731
  29. Layfield, K. D., & Dobbins, T. R. (2002). Inservice needs and perceived competencies of South Carolina agricultural educators. Journal of Agricultural Education, 43(4), 46-55. https://doi.org/10.5032/jae.2002.01046
  30. Lickona, T., & Davidson, M. (2005). Smart and good high schools: integrating excellence and ethics for success in school, work, and beyond. Washington, DC: Character Education Partnership.
  31. Mink, O. G., Shultz, J. M., & Mink, B. P. (1991). Developing and managing open organizations: A model and method for maximizing organizational potential. Austin: Somerset Consulting Group, Inc.
  32. OECD. (2005). The definition and selection of key competencies: Executive summary, Paris: OECD.
  33. Ullman, J. B. (2001). Structural equation modeling. In B. G. Tabachnick & L. S. Fidell (Eds.), Using Multivariate Statistics (4th ed., pp. 653-771). Needham Heights, MA: Allyn & Bacon.
  34. Zarafshani, K., & Baygi, A. H. A. (2008). What can a Borich needs assessment model tell us about in-service training needs of faculty in a college of agriculture? The case of Iran. The Journal of Agricultural Education and Extension, 14(4), 347-357. https://doi.org/10.1080/13892240802416251