유아교사의 세계시민교육역량 척도 개발

Abstract

This study started with the question of what kind of competence early childhood teachers should have to teach global citizenship to preschoolers in the age of globalization. The purpose of this study is to provide the basic data necessary for fostering the global citizenship education competence of early childhood teachers and to suggest the direction of early childhood teacher education practice.

In order to achieve the purpose of this study, two research questions were made, as follows: First, this study ultimately develops a scale to measure the global citizenship education competence of early childhood teachers. Second, this study validates the measure of early childhood teachers' competence of global citizenship education through statistical test.

First, this study ultimately developed a scale to measure the global citizenship education competence of early childhood teachers through literature review, Delphi survey, and preliminary investigation. I conceptualized the competence of early childhood teachers' Global Citizenship education through literature review and developed a scale to measure the competence based on this conceptualization. The Delphi survey started with 35 early childhood education specialists and onsite early childhood education specialists, but eventually 34 specialists participated in the study three times in total. After analyzing the results of the second and third tests of the Delphi Survey, I extracted content validity, consensus, and a degree of convergence to see how valid the opinions of the expert panel members are. In the third Delphi survey, AHP(Analytic Hierarchy Process) analysis was carried out with 34 delphi expert panelists to determine the relative importance but 25 participants finally remained and the study was continued. With the Delphi survey, the scale system of the global citizenship education competence of early childhood teachers was divided into two domains: global citizenship competence and early childhood global citizenship education competence. Each domain was composed of several factors and components and items were developed under the components. The preliminary survey was conducted to 60 people, including supervisors, principals and early childhood teachers of early childhood education institutions in Busan and the adequacy of the items tested. The final draft of the competence scale which was proved to be adequate through the preliminary survey consisted of 2 domains, 5 factors, and 33 items. Second, this study validated the measure of early childhood teachers' competence of global citizenship education through statistical test. For this purpose, the questionnaires were assessed on questionnaire consistency, validity, and reliability from 294 samples including supervisors, principals and early childhood teachers of early childhood education institutions in Busan. The results of item response distribution and item discrimination were reviewed to verify the adequacy of the developed cognitive ability scale. In consequence, the adequacy of the study to measure the global citizenship education competence of early childhood teachers was proved. In addition, I carried out validity factor analysis and tested criterion-related validity to verify the construct validity of the competence scale. The validity of this study was confirmed by the confirmatory factor analysis which showed optimal figures in general. The correlation between the total score and the scores of five sub-factors of competence scale which were taken from the criterion-related validity test was also confirmed. In order to verify the reliability, Cronbach's alpha, which points to the item's internal consistency, was examined. The Cronbach's alpha coefficient was .96, which indicated that the competence scale was a tool to consistently assess the competence of early childhood teachers' Global Citizenship education.

본 연구는 세계화 시대에 유아교사가 지녀야 하는 세계시민교육역량이 무엇인지에 대한 의문을 바탕으로 시도되었다. 이러한 의문에 대한 해답을 찾기 위해 유아교사의 세계시민교육역량을 개념화하고, 이러한 개념화를 바탕으로 역량을 측정할 수 있는 척도를 개발하였다. 첫째, 본 연구는 문헌고찰, 델파이조사, 예비조사를 거쳐 유아교사의 세계시민교육역량 척도 최종시안을 개발하였다. 델파이조사는 처음에 35명의 유아교육 전문가와 유아교육 현장전문가를 대상으로 시작하였으나 최종적으로는 34명의 전문가가 참여하였고 총 3회에 걸쳐 실시하였다. 델파이조사 2차, 3차를 실시한 후 전문가 패널들의 의견이 얼마나 타당한 지를 알아보기 위하여 내용타당도, 합의도, 수렴도를 추출하였다. 또한 3차 델파이조사에서는 34명의 델파이 전문가 패널들에게 상대적 중요도를 알 수 있는 계층화분석법을 실시하였으나 최종적으로 25명이 참여하여 연구를 진행하였다. 델파이조사를 통해 유아교사의 세계시민교육역량 척도의 체제는 세계시민역량과 유아 세계시민교육역량의 2개의 영역으로 나누었고, 각 영역에 따른 요인과 구성요소를 구성하였으며, 구성요소에 따라 문항을 개발하였다. 예비조사는 부산시 소재 유아교육기관에 재직 중인 원장 및 원감과 유아교사 60명으로 대상으로 문항이 얼마나 적합한지를 알아보았다. 예비조사 결과 문항양호도가 적절하여 개발된 역량 척도의 최종시안은 2개의 영역, 5개의 요인, 33개의 문항으로 구성되었다. 둘째, 본 연구는 통계적 검증을 통해 유아교사의 세계시민교육역량 척도를 타당화하였다. 이를 위해 부산시 소재 유아교육기관에 재직 중인 원장 및 원감, 유아교사 294명의 자료를 대상으로 문항양호도, 구인타당도, 신뢰도를 검증하였다. 개발된 역량 척도 최종시안의 문항양호도를 검토하기 위하여 문항반응분포와 문항변별도를 살펴본 결과, 유아교사의 세계시민교육역량을 측정하는 데 적합함을 알 수 있었다. 또한 역량 척도의 구인타당도를 검증하기 위하여 확인적 요인분석과 준거관련 타당도를 살펴보았다. 확인적 요인분석 결과 전반적으로 적합한 수치를 보여 본 연구모형이 적합한 것으로 판단되었고 준거관련 타당도에서도 개발된 역량 척도의 5개 하위요인의 점수 및 총점 간의 상관관계를 산출한 결과 관련성이 확인되었다. 신뢰도를 검증하기 위해 문항 내적합치도인 Cronbach’s α를 알아보았다. Cronbach’s α계수는 .96으로 나타나 본 역량 척도는 유아교사의 세계시민교육역량을 일관되게 평가할 수 있는 도구임을 알 수 있었다.