최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기兒童學會誌 = Korean journal of child studies, v.33 no.3, 2012년, pp.149 - 175
서혜정 (제주한라대학교 유아교육과) , 변미영 (제주한라대학교 부설유치원)
This study is designed to positively transform a teacher's emotional state whilst teaching their classes and be able to create happier lessons for preschool children. To do this, a teacher needs to reflect upon current problems and take steps to deal with them. The data for this study was collected ...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
유아가 유치원에서 머무는 5시간 동안 유아교사가 경험하는 감정은? | 유아와 함께 매일매일 반복되는 수업은 유아교사에게 어떤 의미일까? 유아가 유치원에서 머무는 5시간 동안 유아교사는 다양한 감정을 경험한다. 유아교사는 기쁨과 행복, 놀라움과 같은 감정을 느끼기도 하지만 어느 한 편에는 화남과 격앙됨, 분노와 같은 감정을 느끼기도 한다. 여러 감정이 뒤섞여 수업이 끝난 후, 행복반 교사는 화를 주체하지 못하는 자신의 모습을 보며 더욱 수업에 자신감이 없어진다. | |
전공심화과정은 무엇인가? | 98). 전공심화과정은 전문학사학위를 취득한 졸업자가 1년 이상의 직장경력이 있는 경우 학사학위를 취득할 수 있는 학위과정이다. 즉, 전공심화과정은 전문대학을 졸업 후 직장을 다니면서 야간에 학업을 계속할 수 있는 학위과정으로 직장과 학업을 병행하며 직장에서의 업무능력을 보완하고 향상하기 위한 교육 정책의 일환이다. | |
좋은 교사가 유아의 흥미와 소망을 알아차리고 그것을 활용하는 사람이라는 의미는 무엇을 뜻하는가? | 121). 이는 유아의 필요와 이익을 가장 우선시한다는 뜻이다(Banner & Cannon, 2003, p.63). |
Ahn, H. I. (2009). The meaning of child-participation in the instruction:The understanding as the acquired process of integrated knowledge'. Korean Association for Learnercentered Curriculums and Instruction, 9(1), 93-110.
An, S. Y. (2008). Participate in the process of individual young child appearing in smallgroup projects and teacher's support. Journal of Korean Council for Children's Rights, 12(4), 643-672.
Banner, J. M., & Cannon, H. C. (2003). The elements of teaching (Lee, C. S., Trans.). Seoul:Pulllbit.
Branscombe, N. A., Castle, K., Dorsey, A., Surbeck, E., & Taylor, J. B. (2005). Early childhood curriculum:A constructivist perspective (Kang, H. S., Lim, J. T., Lee, M. J., Yu, K. S., Jang, Y. S., Jeong, J. H., Hwang, Y. S., Lee, J. H., & Do, S. M., Trans.). Seoul:Sigmapress (Original work published 2003).
Buber, M. (2001). Ich und du (Pyo, J. M., Trans.) (5th ed.). Seoul:Moonye.
Burden, P. R. (1983). Implications of teacher career development:New roles for teachers, administrators and professors. Action in Teacher Education, 4(4), 21-25.
Canfield, J., & Hendricks, G. (2007). You've Got to Read This Book! (Sohn, J. S., Trans.). Seoul:Leadersbook (Original work published 2006).
Cho, B. K., & Kim, J. W. (1999). A case study on bridging theory and practice in an early childhood education course. The Journal of Korean Teacher Education, 16(2), 101-126.
Cho, W. J. (1998). The role and dispositions of mentor teachers to support induction of first-year teachers. The Journal of Korean Teacher Education, 15(2), 150-167.
Cho, W. J., & Choi, I. S. (2004). Understanding the conflict and comfort of novice teachers in kindergartens and child-care centers. Korean Journal of Early Childhood Education, 24(1), 71-93.
Cho, Y. H. (2006). Qualitative inquiry:Method and case(6th ed.). Seoul:Kyoyookguahaksa.
Choi, H. S. (2008). Becoming kindergarten teacher through mentoring between a experienced and a new teacher. Unpublished master's thesis, Konkuk University, Seoul, Korea.
Clandinin, D. J. (2011). Handbook of narrative inquiry:mapping a methodology (Kang, H. S., So, G. H., Park, M. J., Park, S. W., Park, C. W., Yeom, J. S., Lee, G. H., Jang, S. H., & Cho, D. J., Trans.). Pajoo:Kyoyookguahaksa.
Collbert, J. A., & Wolff, D. E. (1992). Surving in urban school:A collaborative model for a beginning teacher support system. Journal of Teacher Education, 43(3), 193-199.
Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond Quality in Early Childhood Education and Care:Postmodern Perspectives (Kim, H. Y., Shin, O. S., Yeom, J. S., Yu, H. R., & Jeong, S. A., Trans.). Seoul:Changjisa. (Original work published 1999).
Dewey, D. (1995). Experience and education (Kang, Y. J., Trans.). Seoul:Baeyoungsa.
Flores, M. A. (2006). Being a novice teacher in two different settings:struggles, continuities, and discontinuities. Teachers College Record, 108(10), 2021-2052.
Freire, P. (1997). Pedagogy:Pedagogy of the oppressed (3rd ed.) (Seong, C. S., Trans.). Seoul:Hanmadang.
Freire, P. (2006). Pedagogy of hope:Reliving pedagogy of the oppressed (3rd ed.) (Kyoyookmoonhwayeonguhoe, Trans.). Seoul: Ichimyisul.
Herrmann, F-W. (1994). Grundprobleme der Phaenomenologie (Lee, G. S., Trans.). Seoul: Moonye.
Hong, E. K. (2003). Mentoring process for the kindergarten beginning teacher. Unpublished doctoral dissertation, Chung-Ang University, Seoul, Korea.
Hwang, E. H., & Lee, H. (2010). Kindergarten teacher difficulties and needed support requests: Centering on kindergarten's student teachers, beginning teachers and experienced teachers. Journal of The Korean Home Economics Association, 48(3), 31-41.
Ji, O. J., & Choi, I. S. (2005). A study on the small group activity through project process in kindergarten and child-Care center. The Journal of Korea Association for Early Childhood Education, 10(4), 251-276.
Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169.
Kessler, S. A. (2000). Reconceptualizing the early childhood curriculum:Beginning the dialogue (Shin, O. S., & Yeom, J. S., Trans.). Seoul:Changjisa.
Kim, C. K. & Kim, A. N. (2010). Three beginning teachers' public kindergarten experience in march. The Korean Society for Eco Early Childhood Education, 9(3), 109-129.
Kim, H. S. (2006). On becoming "the teacher": Newly appointed preschool teachers' teaching stories. Korean Journal of Early Childhood Education, 26(2), 283-308.
Kim, S. J., Kim, H. J., & Byun, S. J. (2008). Teacher development process in beginning kindergarten teachers' small group. The Journal of Korea Association for Early Childhood Education, 13(1), 397-423.
Kim, S. Y. (2005). Change in perception of difficulties as a newly appointed teacher; before and after supervised student teaching. Korean Journal of Early Childhood Education, 25(4), 211-234.
Kim, S. Y., Yoon, K. G., Lee, H. K., & Kim, S. S. (2009). An analysis on the present condition of management of bachelor's degree course at department of early childhood education at junior colleges. Journal of Young Child Studies. 12, 97-111.
Kim, Y. C. (1999). Qualitative writing. Anthropology of Education, 2(2), 71-96.
Koo, J. H. (2001). The effects of elementary school teachers' teaching creativity on their discussion instruction, Theory and Research in Citizenship Education, 32, 61-80.
Korth, B. B., & Baum, A. C. (2011). Teachers supporting future teachers:A critical part of early childhood teacher preparation. YC Young Children, 66(3), 20-26.
Kwak, H. L. (2008). The position of a constructivist teacher in a classroom community. Korean Journal of Early Childhood Education, 28(4), 289-312.
Kwak, H. L., & Ahn, G. S. (2010). Reflections on teacher-directed teaching and Learning: From the perspectives of both teachers' and children's Lives. Korean Journal of Early Childhood Education, 30(2), 309-337.
Kwak, Y. S. (2002). Impacts and tasks of teacher education programs revealed by preservice teachers/students' intact beliefs. Journal of The Korean Earth Science Society, 23(4), 309-324.
Kwak, Y. S. (2003). Exemplary science teachers' suggestions for how to improve science teacher education. Journal of The Korean Earth Science Society, 24(3), 117-127.
Lee, D. K., & Lim, J. Y. (2009). The meaning of team teaching experiences to beginning daycare center teachers. The Journal of Korea Association for Early Childhood Education, 14(5), 479-508.
Lee, G. E. (2005). The study on the cooperative mentoring process between expert and beginning teachers in early childhood institutions. Unpublished master's thesis, Sookmyung Women's University, Seoul, Korea.
Mason, J. (2010). Qualitative inquiry and research (Kim, D. S., Trans.). Gyeonggi:Nanam.
Nam, S. H. (1991). School reform to overcome this advantages of larger group instruction: The case of Young-hoon Elementary School. The Journal of Korea Elementary Education, 3, 159-176.
Oh, M. J. (2011). A teacher's strategies for supporting children's co-construction of theories in 'science talk'. The Journal of Korea Association for Early Childhood Education, 16(4), 1-32.
Oh, S. H. (2003). An investigation on early childhood initiativeness education. The Journal of Korea Association for Early Childhood Education, 8(3), 227-251.
Orland-Barak, L., & Yinon, H. (2007). When theory meets practice:What student teachers learn from guided reflection on their own classroom discourse. Teaching and Teacher Education, 23(6), 957-969.
Park, H. R., & Hong, H. J. (2005). An analysis of major early childhood teacher education programs at 3-year junior colleges. Korean Journal of Early Childhood Education, 25(1), 147-169.
Park, S. Y. (2004). Student and teacher variables improving student engagement. The Journal of Eeducation Administration, 22(2), 91-108.
Ricoeur, P. (2001). Le Donflit Des Interpretations (Yang M. S., Trans.). Seoul:Akanet.
Rogers, D. L., & Babinski, L. M. (2005). From isolation to conversation:Supporting new teacher's development (Cho, B. K., Baek, E. J., & Go, Y. M., Trans.). Paju:Yangseowon.
Rubin, K. H. (2004). Children's play:Educational function. International Encyclopedia of the Social & Behavioral Sciences, 1729-1733.
Shin, D. Y. (1994). M. Oakeshott's concept of education. Philosophy of Education, 12, 115-130.
Skiffington, S., Washburn, S., & Elliott, K. (2011). Instructional coaching:Helping preschool teacher reach their full potential. YC Young Children, 66(3), 12-19.
Song, J. Y., & Hwang, H. I. (2010). The kindergarten teachers' stories for good teaching. The Journal of Korea Association for Early Childhood Education, 15(3), 399-423.
Suh, H. J. (2009). Action research on constructive view for pre-service early childhood teacher. Unpublished doctoral dissertation, Sookmyung Women's University, Seoul, Korea.
Suh, H. J. (2010). Development of PBL-based class model for improving teaching ability. The Korea Association for Early Childhood & Educate adiminstration, 14(4), 311-345.
Sumaroka, M., & Bornstein, M. H. (2008). Play. Encyclopedia of Infant and Early Childhood Development, 553-561.
Suransky, V. P. (2007). The erosion of childhood (5th ed.) (Yoon, J. H., & Lee, J. Y., Trans.). Seoul:Kyobomoongo.
Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation:Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.
Trawick-Smith, J. (2001). Facilitating play in the early years (Song, H. L., Shin, H. Y., Shin, H. W., Sung, J. H., Lee, J. H., Lim, S. H., Lim, J. Y., Cho, H. J., & Hwang, B. Y., Trans.). Seoul:Dahmsedae.
Young, R. E. (2003a). Critical theory and classroom talk (Lee, J. H. & Lee, J. H., Trans.). Seoul:Uriedu.
Young, R. E. (2003b). Critical theory of education: Habermas and our children's future (Lee, J. H., & Lee, J. H., Trans.). Seoul: Kyoyookbook.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
출판사/학술단체 등이 한시적으로 특별한 프로모션 또는 일정기간 경과 후 접근을 허용하여, 출판사/학술단체 등의 사이트에서 이용 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.