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용어보기논문에서 용어와 풀이말을 자동 추출한 결과로, 시범 서비스 중입니다. AI-Helper

본 연구는 「2019 개정 누리과정」의 현장적용을 앞두고 유치원 교사의 교육신념, 놀이성 및 놀이교수효능감의 관계를 살펴보는 것을 목적으로 한다. 이를 통해 교사의 교육신념 중요성과 교수 역량 강화에 중요한 단서를 제공함으로써 더욱 질적으로 우수한 놀이중심 교육과정을 유아들에게 지원하기 위하여 실시하였다.
본 연구 결과를 종합하면 상호작용주의 신념을 가진 교사는 놀이성과 놀이교수효능감에서 매우 유의한 정적 상관관계가 나타났고, 성숙주의 신념을 가진 교사도 놀이성과 놀이교수효능감에서 유의한 정적 상관관계가 나타났다. 반면에 ...

본 연구는 「2019 개정 누리과정」의 현장적용을 앞두고 유치원 교사의 교육신념, 놀이성 및 놀이교수효능감의 관계를 살펴보는 것을 목적으로 한다. 이를 통해 교사의 교육신념 중요성과 교수 역량 강화에 중요한 단서를 제공함으로써 더욱 질적으로 우수한 놀이중심 교육과정을 유아들에게 지원하기 위하여 실시하였다.
본 연구 결과를 종합하면 상호작용주의 신념을 가진 교사는 놀이성과 놀이교수효능감에서 매우 유의한 정적 상관관계가 나타났고, 성숙주의 신념을 가진 교사도 놀이성과 놀이교수효능감에서 유의한 정적 상관관계가 나타났다. 반면에 행동주의 신념은 놀이성과 놀이교수효능감과 매우 유의한 부적 상관관계가 나타났다. 그리고 교사의 놀이성과 놀이교수효능감은 매우 유의한 정적 상관관계를 가지고 있었다.
즉 놀이성이 높은 교사는 호기심을 가지고 놀이에 자발적으로 참여하며 개방적이고 표현적인 성향을 바탕으로 유아들과 적극적으로 상호작용하며 놀이를 즐긴다. 이러한 성향은 놀이에 대한 신념과 자신의 놀이지도에 대한 기대를 높여 교사의 놀이교수 역량 증진에 긍정적인 영향을 미치고 있었다. 또한 교사의 교육신념 가운데 상호작용주의 신념을 가진 교사가 놀이성과 놀이교수효능감이 모두 높게 나타났는데, 상호작용주의 신념을 가진 교사가 놀이의 교육적 가치를 인식하고 유아의 놀이 과정에 집중하여 놀이가 확장될 수 있도록 고민하는 과정 속에서 직접 놀이에 참여하여 즐기는 성향이 높아지고, 자신의 교수능력에 대한 자신감을 형성하는데 긍정적인 영향을 미쳤다고 볼 수 있다. 덧붙여 성숙주의 신념을 가진 교사도 놀이성과 놀이교수효능감이 높게 나타났는데, 이는 성숙주의 신념을 가진 교사가 자유놀이의 중요성을 인식하고 유아가 자신의 발달단계에 따라 성장할 수 있도록 풍부한 환경을 지원해주며, 신념에 따라 개방적이고 허용적인 성향이 높아지고, 놀이교수 능력에 대한 자신감을 가지는데 토대가 되었다고 볼 수 있다. 반면에 행동주의 신념은 놀이성과 놀이교수효능감 모두 점수가 낮게 나타났는데 이는 행동주의 신념을 가진 교사는 놀이의 교육적 가치보다는 교사중심 교육과정을 운영하며 놀이 자체에는 큰 비중을 두지 않는다고 볼 수 있다.
다가오는 「2019 개정 누리과정」에서는 유아의 흥미와 관심을 바탕으로 교사와 유아가 함께 만들어가는 놀이중심 교육과정의 안착을 위하여 현장의 자율성을 무엇보다 강조하고 있다. 본 연구 결과를 토대로 살펴보면 상호작용주의 신념을 가진 교사는 놀이성과 놀이교수효능감에서 매우 유의한 정적 상관관계를 가지고 있었으며, 성숙주의도 유의한 정적 상관관계를 가지고 있었다. 따라서 현장의 교사들이 상호작용주의와 성숙주의 교육신념을 바탕으로 놀이의 교육적 가치를 인식하고, 유아의 놀이를 배움으로 지원할 수 있는 놀이교수 역량을 발휘한다면 놀이중심 교육과정에 긍정적인 영향을 미칠 뿐만 아니라 궁극적으로 유아의 성장과 발달에 매우 긍정적인 역할을 할 것이라 예상되어진다. 따라서 교육신념을 형성하는데 영향을 주기 시작하는 대학에서부터 현장의 교사연수를 총괄하는 교육지원청·교육청에서 교육신념의 중요성을 인식하고 다양한 연수프로그램을 지원해주는 것이 필요하다고 여겨진다. 또한 교사 스스로도 교사용 지도서나 다른 우수사례를 그대로 따라하여 교육과정을 운영하는 것이 아니라, 자신의 교육신념을 되돌아보고 교육신념을 토대로 교육과정을 운영하는 등 스스로의 노력이 필요하다고 여겨진다.

Abstract ▼ AI-Helper

This study aims to identify the correlations among teachers’ educational
beliefs, playfulness, and efficacy beliefs on play before the implementation of
the 2019 Revised Nuri Curriculum. This study was conducted to support the
provision of a qualitatively excellent, play-centered educati...

This study aims to identify the correlations among teachers’ educational
beliefs, playfulness, and efficacy beliefs on play before the implementation of
the 2019 Revised Nuri Curriculum. This study was conducted to support the
provision of a qualitatively excellent, play-centered education curriculum for
young children by presenting the importance of teachers’ educational beliefs
as well as crucial evidence to reinforce the competences of teachers. The
study results are presented as follows:
First, the results of identifying the general tendencies of teachers’
educational beliefs, playfulness, and efficacy beliefs on play showed that in
terms of teachers’ educational beliefs, among a total of 308 teachers, 81
teachers had beliefs centered on “interactions” (26.30%), 75 teachers had
beliefs centered on “maturationism” (24.35%), 15 teachers had beliefs
centered on “behaviorism” (4.87%), and 137 teachers did not have specific
beliefs (44.48%). In terms of playfulness, the total mean was 4.98 out of 7
(SD = .95), and the subfactors of playfulness were in the order of
“cheerfulness” with 5.45 (SD = 1.05), “imagination” with 5.32 (SD = 1.09),
“wittiness” with 4.65 (SD = 1.34), and “spontaneity” with 4.21 (SD = 1.15).
Compared with the total mean, “cheerfulness” and “imagination” were higher
than the mean, and “wittiness” and “spontaneity” were lower than the mean.
In terms of efficacy beliefs on play, the mean was 3.74 out of 5 (SD = .52),
and the subfactors of teaching efficacy on play were in the order of
expectations regarding the results of play with 3.78 (SD = .65), and the
efficacy beliefs on play with 3.71 (SD = .54).
Second, the results of the general tendencies of teacher’s educational
beliefs, based on their background factors, showed that there were
differences in the types of educational beliefs based on the types of
institution and education levels. However, no differences were noted in
educational beliefs based on the years of experience for early childhood
education teachers. The order of the educational beliefs of teachers from
public kindergartens was as follows: “interactions” (58.0%), “maturationism”
(38.6%), and “behaviorism” (3.4%). However, the order of the educational
beliefs of teachers from private kindergartens was as follows:
“maturationism” (49.4%), “interactions” (36.1%), and “behaviorism” (14.5%).
This led to the conclusion that there are significant differences in the types
of educational beliefs, depending on whether the teachers work at public or
private kindergartens (χ² = 11.4, p < .01). The most common types of
educational beliefs were those based on the years of experience for early
childhood education teachers. Educational beliefs centered on “maturationism”
were most common among those with less than one year of experience
(59.1%) and those with one year of experience and above to those with less
than three years of experience (46.2%). Educational beliefs centered on
“interactions” were most common among those with three years of
experience and above to those with less than five years of experience
(54.5%) and those with five years of experience and above to those with
less than ten years of experience (56.8%). Educational beliefs centered on
“maturationism” were most common among those with ten years of
experience and above (54.5%). There were no significant differences in the
types of educational beliefs based on the years of experience for early
childhood education teachers. Finally, in terms of the most common type of
educational beliefs based on the education level, the most common type
among teachers who graduated from two-year colleges was “maturationism”
(54.0%). Moreover, educational beliefs centered on “interactions” were most
common among teachers who graduated from four-year universities (49.4%)
and graduate schools (68.8%). The results show significant differences in the
types of educational beliefs, based on the education level (χ² = 13.9, p <
.01).
Third, differences in the level of playfulness, based on the types of
educational beliefs of teachers, showed that those with educational values
centered on “interaction” was 5.24 (SD = .99), those with education values
centered on “maturationism” was 4.94 (SD = .72), and those with education
values centered on “behaviorism” was 3.70 (SD = 1.46). The differences
were significant, at a significance level of p < .001 (F = 17.34). In addition,
the results of the post-test Scheffe test analysis showed that teachers with
educational beliefs centered on “maturationism” and “interactions” had higher
levels of playfulness than those with educational beliefs centered on
“behaviorism.” The results show that teachers with educational beliefs
centered on “interactions” had high levels of subfactors of playfulness
(cheerfulness, imagination, wittiness, and spontaneity), followed by
“maturationism” and “behaviorism.” Finally, at a significance level of p <
.001, all the subfactors had significant differences, based on the types of
educational beliefs.
Fourth, differences in the level of efficacy beliefs on play, based on the
types of educational beliefs of teachers, showed that those with educational
values centered on “interaction” was 3.88 (SD = .64), those centered on
“maturationism” was 3.73 (SD = .42), and those centered on “behaviorism”
was 3.13 (SD = .42). In addition, at a significance level of p < .001 (F =
12.56), significant differences were noted in efficacy beliefs on play, based on
the types of educational beliefs. In addition, the results of the post-test
Scheffe test analysis showed that teachers with educational beliefs centered
on “maturationism” and “interactions” had higher levels of efficacy beliefs on
play, compared with those who had educational beliefs centered on
“behaviorism.” The results show that teachers with educational beliefs
centered on “interactions” had high levels of subfactors for efficacy beliefs
on play (efficacy beliefs on play, expectations on the results of play),
followed by “maturationism” and “behaviorism.” Finally, at a significance
level of p < .001, although the subfactor of efficacy beliefs on play had
significant differences based on the types of educational beliefs, no
significant differences were noted from expectations regarding the results of
play.
Fifth, in terms of correlations among teachers’ educational beliefs,
playfulness, and efficacy beliefs on play, teachers’ playfulness had
significantly positive correlations with beliefs centered on “interaction” (r =
.43, p < .001) and “maturationism” (r = .18, p < .05), but a significantly
negative correlation with “behaviorism” (r = −.36, p < .001). Moreover,
although teachers’ efficacy belief on play had significantly positive
correlations with beliefs centered on “interactions” (r = .55, p < .001) and
“maturationism” (r = .24, p < .01), but a significantly negative correlation
with “behaviorism” (r = −.36, p < .001). Furthermore, playfulness and
efficacy beliefs on play had a significantly positive correlation (r = .36, p <
.001)
In summary, the results of this study showed that teachers with
educational beliefs centered on “interactions” had significantly positive
correlations with playfulness and efficacy beliefs on play. Moreover, teachers
with educational beliefs centered on “maturationism” also had significantly
positive correlations with playfulness and efficacy beliefs on play. On the
other hand, educational beliefs centered on behaviorism had significantly
negative correlations with playfulness and efficacy beliefs on play.
Furthermore, teachers’ playfulness and efficacy beliefs on play had
significantly positive correlations.
In other words, teachers with a significant level of playfulness are curious,
actively participate in play, and interact with children based on their open
and expressive characteristics to help them enjoy play. These tendencies of
the teachers lead to their increased efficacy belief on play and expectations
regarding their play methods, thereby positively affecting their competence
as play teachers. In addition, the results showed that teachers with the
educational beliefs centered on “interaction” had high levels of playfulness
and efficacy beliefs on play, among the types of educational beliefs.
Therefore, it can be considered that teachers with the strongest beliefs on
interactions are aware of the educational values of play, focus on children’s
process of play, and constantly consider how they can increase children’s
play by participating directly in the play. Ultimately, there would be a
positive effect in generating confidence regarding their teaching competence.
In addition, teachers with educational beliefs centered on “maturationism”
also had high levels of playfulness and efficacy beliefs on play. This may be
because teachers with educational beliefs centered on “maturationism” are
aware of the importance of free play and provide a rich environment for
children to grow in accordance with their developmental changes. Their
beliefs also lead them to be open and accepting, thus becoming the
foundation of their confidence on play competence. On the other hand,
teachers with educational beliefs centered on “behaviorism” had low levels of
playfulness and efficacy beliefs on play. This may be because teachers with
such beliefs are focused on teacher-centered curriculum, instead of the
educational value of play, and thus do not consider play as a significant
portion of education.
The 2019 Revised Nuri Curriculum, which will soon be implemented,
emphasizes the autonomy of the teachers to increase the possibility of
stabilizing the play-centered education curriculum developed by children and
teachers, based on the interests of the children. Based on the study results,
teachers with the beliefs centered on “interaction” had significantly positive
correlations with playfulness and efficacy beliefs on play, and teachers with
beliefs centered on “maturationism” also had significantly positive
correlations. In conclusion, if the teachers are aware of the educational value
of play based on educational beliefs that are centered on “interactions” and
“maturationism” and show play competences that lead play into learning, a
positive effect will be noted on not only the play-centered education
curriculum, but also the development and growth of the children. Therefore,
it is necessary for the Office of Education and the Ministry of Education to
be aware of the importance of educational beliefs and support various
training programs because they are the institutions in charge of teacher
education programs starting from the university level, which is a point in
time wherein they can start affecting the educational beliefs of teachers.
Furthermore, teachers should not simply follow the provided textbooks
line-by-line or copy the known best practices for conducting the curriculum.
They should instead make personal efforts, such as reflecting on their
educational beliefs and conducting the curriculum based on their own
educational beliefs.

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