교사발달단계에 따른 유아교사의 현직교육에 대한 인식 및 요구
DC Field | Value | Language |
---|---|---|
dc.contributor.advisor | 전유영 | - |
dc.contributor.author | 임희정 | - |
dc.date.accessioned | 2018-11-08T08:06:39Z | - |
dc.date.available | 2018-11-08T08:06:39Z | - |
dc.date.issued | 2014-08 | - |
dc.identifier.other | 17469 | - |
dc.identifier.uri | https://dspace.ajou.ac.kr/handle/2018.oak/10691 | - |
dc.description | 학위논문(석사)--아주대학교 교육대학원 :유아교육,2014. 8 | - |
dc.description.abstract | 국 문 초 록 본 연구의 목적은 교사발달단계에 따른 유아교사의 현직교육에 대한 인식 및 요구가 어떠한지를 알아보는 데 있다. 연구 목적에 따른 연구문제는 다음과 같다. 1. 교사발달단계에 따른 현직교육에 대한 인식은 어떠한가? 2. 교사발달단계에 따른 현직교육에 대한 요구는 어떠한가? 본 연구는 경기도 용인시, 이천시, 안산시, 평택시에 있는 유치원(국․공립, 사립)과 어린이집(국․공립, 사립, 민간, 직장, 가정)에 근무하는 교사 204명을 대상으로 하였고, 연구방법은 현직교육 질문지 조사법이었다. 본 측정도구는 유아교사의 인식 및 요구를 알아보기 위한 교사용 질문지로 본 연구자가 선행연구를 통하여 예비 질문지를 만든 후, 교사 10명에게 실시한 결과 중복되거나 어려운 문항을 수정하여 29문항으로 구성하였다. 교사의 발달단계와 현직교육 인식 및 요구를 알아보기 위해 빈도분석(Frequency Analysis)과 카이제곱검정(chi-square test)을 하였다. 본 연구의 결과는 다음과 같다. 첫째, 교사발달단계에 따른 유아교사의 현직교육에 대한 인식을 분석한 결과, 교사발달단계에 따른 현직교육 필요여부는 유의미한 차이가 없는 것으로 나타났으나 현직이수 여부는 유의미한 차이를 보였다. 또한, 현직교육 이수 동기, 이수 받은 현직교육 유형에서는 유의미한 차이가 나타났으며, 교사발달단계별로 현직교육 인식에 대한 다양한 결과를 나타냈다. 둘째, 교사발달단계에 따른 현직교육 요구를 분석한 결과, 효과적인 현직교육을 위해 희망하는 강사진, 현직교육 기회 저해요소에서는 유의미한 차이가 나타났으며, 나머지 항목은 통계적으로 유의미한 차이가 없는 것으로 나타났다. | - |
dc.description.tableofcontents | - 목 차 - 국문초록 Ⅰ. 서론 ······················································································10 1. 연구의 필요성 및 목적 ·······························································10 2. 연구문제·················································································16 3. 용어의 정리 ············································································17 Ⅱ. 이론적 배경 ············································································18 1. 교사발달 ··············································································18 가. 교사발달의 개념 ································································18 나. 교사발달 단계 ···································································20 1) 직선적․순환적 모형 ·························································20 2) 순환적․역동적 모형 ·························································23 2. 현직교육 ·············································································24 가. 현직교육의 개념 ································································24 나. 현직교육의 필요성 및 목적 ···················································27 다. 현직교육의 유형 ································································29 라. 현직교육의 현황 및 제한점 ···················································33 3. 선행연구고찰 ········································································37 Ⅲ. 연구방법 ················································································40 1. 연구대상 ·············································································40 2. 연구도구 ·············································································40 3. 연구절차 ·············································································41 4. 자료분석 ·············································································42 Ⅵ. 연구결과 및 해석 ·····································································43 1. 교사발달단계에 따른 현직교육의 인식 ··········································43 2. 교사발달단계에 따른 현직교육의 요구 ··········································55 Ⅴ. 논의 및 결론 ···········································································67 1. 논의 ··················································································67 2. 결론 ··················································································77 3. 제언 ··················································································78 참고문헌 ······················································································80 부록 ···························································································90 - 표 목 차 - <표Ⅲ-1> 유아교사의 배경변인에 따른 발달단계 ·····································39 <표Ⅲ-2> 질문지의 구성 내용 ···························································42 <표Ⅳ-1> 교사발달단계에 다른 현직교육 필요성에 대한 인식 차이 ···············43 <표Ⅳ-2> 교사발달단계에 따른 현직교육이 필요하지 않은 이유 ···················44 <표Ⅳ-3> 교사발달단계에 따른 현직교육 이수 여부 ·································44 <표Ⅳ-4> 교사발달단계에 따른 현직교육 이수 동기 ·································45 <표Ⅳ-5> 교사발달단계에 따른 현직교육에서 다루는 내용 ·························47 <표Ⅳ-6> 교사발달단계에 따른 현장 교사에게 가장 도움이 되었던 현직교육 내용 ·································································································48 <표Ⅳ-7> 교사발달단계에 따른 현직교육 내용 문제점 ·······························49 <표Ⅳ-8> 교사발달단계에 따른 현직교육 이수방법 ···································50 <표Ⅳ-9> 교사발달단계에 따른 가장 도움이 되었던 이수방법 ······················51 <표Ⅳ-10> 교사발달단계에 따른 이수 받은 현직교육 유형 ··························52 <표Ⅳ-11> 교사발달단계에 따른 가장 도움이 되었던 현직교육 유형 ··············53 <표Ⅳ-12> 교사발달단계에 따른 현직교육 운영상의 문제점 ························54 <표Ⅳ-13> 교사발달단계에 따른 현직교육 이수 후, 교육계획에 반영 또는 실시··55 <표Ⅳ-14> 교사발달단계에 따른 효과적인 현직교육 규모 ···························56 <표Ⅳ-15> 교사발달단계에 따른 현직교육을 받기에 적합한 시기 ··················57 <표Ⅳ-16> 교사발달단계에 따른 현직교육을 받기에 적절한 시간 ··················58 <표Ⅳ-17> 교사발달단계에 따른 효과적인 현직교육을 위해 희망하는 강사진 ····59 <표Ⅳ-18> 교사발달단계에 따른 선호하는 현직교육 기관 ···························60 <표Ⅳ-19> 교사발달단계에 따른 희망하는 현직교육 방법 ···························61 <표Ⅳ-20> 교사발달단계에 따른 필요한 현직교육 유형 ······························62 <표Ⅳ-21> 교사발달단계에 따른 필요한 현직교육 내용 ······························63 <표Ⅳ-22> 교사발달단계에 따른 현직교사 교육 기회 저해요소 ·····················64 <표Ⅳ-23> 교사발달단계에 따른 현직교육의 바람직한 평가방법 ···················65 <표Ⅳ-24> 교사발달단계에 따른 현직교육 활용결과 ··································66 | - |
dc.language.iso | kor | - |
dc.publisher | The Graduate School, Ajou University | - |
dc.rights | 아주대학교 논문은 저작권에 의해 보호받습니다. | - |
dc.title | 교사발달단계에 따른 유아교사의 현직교육에 대한 인식 및 요구 | - |
dc.type | Thesis | - |
dc.contributor.affiliation | 아주대학교 교육대학원 | - |
dc.contributor.department | 교육대학원 유아교육 | - |
dc.date.awarded | 2014. 8 | - |
dc.description.degree | Master | - |
dc.identifier.localId | 652596 | - |
dc.identifier.url | http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000017469 | - |
dc.subject.keyword | 교사발달단계 | - |
dc.subject.keyword | 유아교사 | - |
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