유아교사의 전문성 인식이 구성주의 교육신념 및 교수실제에 미치는 영향

Abstract

Abstract

The purpose of this study was to examine the correlation of the constructivist educational beliefs and educational practice of early childhood teachers to their awareness of professionalism and the influence of their professionalism awareness on educational belifes and educational practice. The subjects in this study were 286 teachers who worked in kindergartens and daycare centers in Busan, South Gyeongsang Province and Ulsan. The findings of the study about the selected research questions were as follows: First, among constructivist educational beliefs, the appropriate beliefs of the early childhood teachers had a significant correlation to their overall professionalism awareness, and their inappropriate beliefs had no significant correlation to that. It denotes that having an educationally appropriate belief has something to do with the way of looking at professionalism among early childhood teachers. In terms of educational practice, both adequate and inadequate practices had a significant correlation to overall professionalism awareness, and adequate practice was more correlated to that than inadequate one. Second, as for the influential factors of professionalism awareness for constructivist educational beliefs, appropriate beliefs were under the largest influence of requirements for professional knowledge and skills, followed by occupational ethics, professional group and qualification reinforcement. Inappropriate beliefs were most affected by occupational ethics, followed by socioeconomic status and social serviceship. It signifies that it affects the appropriate educational beliefs of early childhood teachers when they make research in teaching methods to improve their teaching ability to step up the development of preschoolers, when they are well aware of and observe ethical behavioral codes and when they consider it necessary to heighten the qualifications of early childhood teachers. As a result of analyzing which factors of professionalism awareness would impact on the constructivist educational practice of the early childhood teachers, social serviceship was identified as the most influential factor for adequate educational practice. Requirements for professional knowledge and skills were found to be a factor to have the largest impact on inadequate educational practice. Accordingly, it could be said that it is closely bound up with adequate educational practice that early childhood teachers have a futuristic view of the teaching profession, are dedicated to education with serviceship regardless of pay and even take into consideration how local community could benefit from early childhood education.