학교현장실습 전․후 예비유아교사의 교사자질에 대한 생각의 변화

• 영문명: Change of Preservice Early Childhood Teachers’ Thoughts about Teachers’ Qualities Before and After Teaching Practice
• 발행기관: 한국생애학회
• 저자명: 유희정(Hui Jung Yu)
• 간행물 정보: 『생애학회지』생애학회지 제8권 제3호, 99~116쪽, 전체 18쪽
• 주제분류: 자연과학 > 생활/식품과학
• 파일형태: PDF
• 발행일자: 2018.10.31

영문 초록

The study examined preservice early childhood teachers’ thoughts about the qualities of the teacher before and after teaching practice. The participants were forty senior students at G university in G city. They answered the open-ended questionnaire about personal and professional qualities of the preschool teacher and the reasons why they are important before and after teaching practice. The responses were analyzed qualitatively, and the results were as follows: First, personal qualities were divided into two categories: ‘Personality & Attitude’ and ‘Health.’ In the sub-category of the former, ‘Love for child’ ranked high before and after teaching practice. Other than ‘Love for child,’ ‘Responsibility,’ ‘Good Interpersonal Relationship,’ and ‘Self-Directedness’ newly appeared after the training. In the case of ‘Health,’ the emphasis shifted from ‘Physical Health’ to ‘Physical and Mental Health.’ Second, professional qualities were composed of three categories: ‘Values & Belief,’ ‘Professional Knowledge,’ and ‘Teaching Skills.’ The ‘Values and Belief’ was ranked the lowest before and after the teaching practice. Before the training, students emphasized the ‘Professional Knowledge,’ however, after the teaching practice, they highly evaluated the importance of ‘Teaching Skills.’ Also, after the teaching practice, some of the teachers’ qualities students thought were developed or excluded. These results can be used as basic data to support the formation of desirable qualities for preservice early childhood teachers in the preservice teachers’ education and teaching practice.

목차

I. 서론

II. 연구방법

III. 연구 결과

IV. 논의 및 결론

참고문헌

키워드

preservice early childhood teacher personal teachers’ qualities professional teachers’ qualities teaching practice