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NTIS 바로가기한국산학기술학회논문지 = Journal of the Korea Academia-Industrial cooperation Society, v.20 no.1, 2019년, pp.248 - 258
최미애 (안양대학교 교육학과) , 김순영 (하늘빛 유치원) , 최양미 (안양대학교 교육학과)
The purpose of this study is to examine the relationship between self-leadership of teachers who conduct free-selection activities in kindergartens. In addition, we analyze the mediating effect of teacher self-efficacy. This study was conducted using data gathered through a survey conducted on 325 k...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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교사전문성의 정의는 무엇인가? | 일반적으로 교사전문성은 교사가 전공 분야의 실천적 지식과 학습자에 대한 이해를 기반으로 교육운영 전반의 실천능력을 가지며 가르치는 자로서 갖추어야 할 인성, 신념, 태도 등의 자질을 포함하고 있는 개념으로 정의된다. 교사전문성은 단기간에 획득되기보다 장시간에 걸친 부단한 노력 끝에 얻어지는 것이므로 교직에 입문한 이후에도 교사전문성 향상을 위해 지속적인 노력이 요구된다[3]. | |
셀프리더십이 교사에게 미치는 영향은 무엇인가? | 0 통계프로그램을 사용하여, 신뢰성분석, 확인적 요인분석, 상관관계 분석, 구조방정식 모형을 실시하였다. 가설검증 결과, 자유선택활동을 교육하는 유치원 교사의 셀프리더십은 교사효능감에 정(+)의 영향을 미치는 것으로 나타났으며, 교사 전문성에도 정(+)의 영향을 미치는 것으로 나타났다. 또한 유치원 교사의 교사효능감도 교사의 전문성에 정(+)의 영향을 미치는 것으로 나타났다. | |
유치원 교사전문성이 초,중등 교육의 교사전문성보다 더 높은 전문성이 요구되는 이유는 무엇인가? | 교사의 전문성은 지속적으로 성장하며 변화하는 속성을 지니고 있기 때문에 교사가 교육현장에서 끊임없이 지식과 경험을 쌓고 상상력과 통찰력을 발휘해야만 전문성을 높일 수 있다고 하였다[4]. 특히 유아교육은초·중등교육의 교과 지식 중심과 달리 아동중심, 놀이중심, 생활중심, 경험중심 교육으로 통합적 활동 위주의 교육과정을 계획 및 운영해야 하므로 유치원 교사에게는초·중등교사보다 더 높은 전문성이 요구된다[5-6]. 유치원 교사전문성을 이해하고 향상시키기 위해서는 유아교 사로서 필요한 교수기술과 지식 등에 대한 측면과 더불어 교사의 행동이면에 내재되어 있는 신념 및 사고과정에 대한 자기이해 측면, 그리고 교사의 전문성을 지원해 주는 환경 조성에 필요한 인적·물리적 환경과 관련한 생태적인 측면을 고려해야 한다. |
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