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보육교사의 「표준보육과정」인식과 운영실태

Title
보육교사의 「표준보육과정」인식과 운영실태
Other Titles
Outlook of Daycare Teachers on the National Curriculum for Childcare Centers and the State of Curriculum Management
Authors
이훈희
Issue Date
2008
Department/Major
교육대학원 유아교육전공
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
The purpose of this study was to examine the concern of daycare teachers for the national curriculum for childcare centers, their understanding and management of it, their participation in training courses and their needs for them in a bid to bolster their understanding and management of it. Four research questions were posed: 1. What are the interest of daycare teachers in the national curriculum for childcare centers and their understanding of it? 2. What are the state of the national curriculum management and hurdles to that? 3. What are their participation level in training courses about the national curriculum and their relevant needs? 4. Do the background variables of daycare teachers, including the type of workplace, academic credential, major, daycare career, child age in charge and the accreditation of workplace, make any differences to their replies to the above-mentioned questions? The subjects in this study were 322 teachers in daycare centers in Seoul. After a pilot study was conducted to look into the National Curriculum Ordinance for Childcare Centers, the content of the curriculum, teacher's guides and the way of applying the curriculum, relevant earlier studies on kindergarten curriculum were reviewed, and then an instrument was prepared on that base. The collected data were analyzed with SPSSWIN program. Statistical data on frequency and percentage were obtained, and x2-test was utilized. The findings of the study were as follows: First, to what extent the teachers investigated read documents or data related to the national curriculum was checked to assess their concern for that. And it's found that they just skimmed through or scarcely read the documents. As for understanding of the curriculum, they were aware of the content of the national curriculum in general. Many roughly knew about the six sections of the national curriculum and what should be noted in teaching preschoolers in each section. A lot of them weren't well cognizant of the evaluation criteria and the utilization of evaluation results. Whether their workplaces tried to be accredited made a significant difference to their experience of hearing about and reading the curriculum. Second, regarding their implementation of the national curriculum, how much they reflected the national curriculum in mapping out teaching plans was investigated, and it's found that they prepared lesson plans generally in compliance with the national curriculum. As to obstacles to the curriculum management, time constraints that resulted from all-day daycare services and heavy workload were most widely pointed out, followed by a shortage of in-service education and training programs, a lack of teaching-learning materials, a lack of teaching aids and tools, poor expertise and insufficient experience of teachers, passive research efforts of teachers, and poor consciousness and inadequate backing of directors. Whether their workplaces tried to be accredited made a significant difference to their reflection of the national curriculum in working out yearly and daily daycare programs. Third, concerning in-service education and training about the national curriculum, 71.1 percent had never taken training courses about that. Among them, 72.1 percent were willing to do that. In the event of the teachers without any intention of taking the courses, a lack of substitute teachers was mostly cited as the reason, and many didn't have that intention on the ground that there was no difference between that and existing curriculum. As to the necessity of training about the national curriculum, 96.4 percent felt the need for that. In regard to the time and place for the training, the largest number of the teachers preferred cyber lectures, which were followed by weekend courses and weekday daytime classes. A district office or community center was most favored as the place for the training, followed by daycare information center and educational training center. A district daycare information center was most preferred as the institution to provide the training, followed by municipal or national daycare information center and educational training center. Concerning favorite training method, case presentation was most favored, followed by lecture and field trip. As to the daily length of education, they considered it advisable to take eight hours of training courses a day. Regarding what help they were most in want of, the largest percentage wanted to be informed in detail about how to provide care to preschoolers in each section of the national curriculum.;본 연구는 보육교사의「표준보육과정」에 대한 관심과 내용의 이해정도, 운영실태, 교육·연수 참여 여부와 요구가 무엇인지를 알아보고 「표준보육과정」에 대해 보육교사들이 보다 많은 관심을 가지고 내용을 이해하여 적극 운영 할 수 있는 방안을 모색하는 것을 목적으로 하였다. 연구의 구체적 문제는 다음과 같다. 1. 「표준보육과정」에 대한 보육교사들의 관심과 이해정도는 어떠한가· 2. 「표준보육과정」의 운영 현황과 운영의 장애요인은 어떠한가· 3. 「표준보육과정」에 대한 보육교사들의 교육·연수 참여 정도와 요구는 어떠한가· 4. 위의 문제들은 교사의 배경변인 (근무시설 유형, 교육 정도, 주 전공, 보육 경력, 담당아동 연령, 근무시설의 평가인증 참여 여부)에 따라 차이가 있는가· 본 연구는 서울시 소재 보육시설 교사 322명을 대상으로 「표준보육과정」에 대한 관심과 내용의 이해정도 및 운영 실태를 알아보기 위하여 「표준보육과정령」과 「표준보육과정의 구체적 보육내용 및 교사지침」, 「표준보육과정」현장 적용에 관한 사전연구와 유치원 교육과정에 관한 관련연구를 참고 하여 본 연구자가 만든 도구를 사용하였다. 수집된 자료를 분석하기 위하여 빈도와 백분율을 산출하고 x²검증을 실시하였으며 자료의 통계처리를 위해 SPSSWIN 프로그램을 이용하였다. 본 연구의 결과는 다음과 같다. 첫째, 「표준보육과정」관련 문서 또는 자료를 읽거나 본 것으로 알아본 「표준보육과정」에 대한 보육교사들의 관심 정도는 ‘대충 훑어보거나’, ‘거의 읽지 않은 것’으로 나타났으며, 「표준보육과정」의 내용 이해 정도는 ‘대체로 알고 있는’ 것으로 나타났다. 「표준보육과정」의 6개 영역 구성, 「표준보육과정」각 영역별 영유아지도 시 유의점에 대해 ‘대체로 알고 있는’ 정도가 높은 비율로 나타났으며, 「표준보육과정」평가 준거, 「표준보육과정」평가 결과 활용은 ‘대체로 모르고 있는’ 정도가 높은 비율로 나타났다. 「표준보육과정」에 대해 들어본 경험 및 읽어본 경험 정도가 ‘근무시설의 평가인증 참여 여부’에 따라 유의한 차이가 나타났다. 둘째, 보육시설에서 보육계획안 작성 시 「표준보육과정」반영 정도로 알아본 운영 현황은 ‘대체로 실행 하는’ 수준으로 나타났으며 운영의 장애요인은 ‘근무시간 내 종일제보육활동과 과중한 업무로 인한 시간부족’, ‘교사들을 위한 교육·연수 프로그램 부족’, ‘교수·학습 자료의 부족’, ‘보육활동을 위한 교재·교구 부족’, ‘교사의 전문지식 및 실행경험 부족’, ‘교사의 소극적 연구태도 및 노력부족’, ‘시설장의 인식 및 지원 부족’의 순으로 장애요인에 동의하는 것으로 나타났다. 연간보육계획안 및 일일보육계획안 작성 시 「표준보육과정」반영 운영 정도가 ‘근무시설의 평가인증 참여 여부’에 따라 유의한 차이가 나타났다. 셋째, 「표준보육과정」에 대한 교육·연수에 71.1% 가 참여한 적이 없는 것으로 나타났으며, 이들을 대상으로 참여할 의사가 있는지 알아본 결과 72.1%가 참여 하겠다고 응답했다. 「표준보육과정」교육·연수에 참여할 의사가 없는 이유로는 ‘대체 교사가 없어서’와 ‘이미 운영하고 있는 보육과정과 다르지 않으므로’가 높은 비율로 나타났다. 「표준보육과정」교육·연수의 필요성에 대해서는 96.4%가 필요하다고 응답했으며, 「표준보육과정」교육·연수 시기는 ‘사이버 강의’, ‘토요 주말반’, ‘평일 주간반’의 순으로, 장소는 ‘구청 또는 주민자치센터’, ‘보육정보센터’, ‘교육훈련시설’의 순으로, 주관기관에 대해서는 ‘구(區) 보육정보센터’, ‘시(市) 또는 중앙 보육정보센터’, ‘교육훈련시설’의 순으로, 교육·연수 방법은 ’현장사례발표‘, ’강의‘, ’현장견학‘의 순으로 요구 정도가 높은 비율로 나타났다. 총 교육시간은 ‘8시간(1일)’, 가장 도움 받고 싶은 것은 ‘「표준보육과정」의 영역별 구체적 보육내용’이 가장 높은 비율로 나타났다.
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