교원능력개발평가에 대한 유치원 교사의 인식

Abstract

The purpose of this study was to understand the current status of teacher competency development evaluation and to obtain implications for teacher evaluation policies by investigating the perception of kindergarten teachers on the evaluation of teacher competency development. Teachers at public and private kindergartens in Busan City were surveyed on the suitability and improvement of the current teacher competency development evaluation in selective, balanced and open sentences, and 281 respondents' data were analyzed quantitatively and qualitatively. The results of this study are as follows. First, overall, public and private kindergarten teachers were positively aware of the purpose and system of teacher competency development evaluation. Second, the content of the teacher's ability development evaluation (area, element, indicator) was recognized positively. Third, peer teacher evaluations were positive and parent satisfaction surveys were negative. Fourth, the method of evaluation of teachers' ability development and the utilization of results were positively recognized, but the method of multi-faceted evaluation and the public utilization of results were negatively recognized. Fifth, there was a negative perception of the need for evaluation of teacher competency development, and unfair evaluation and strengthening of external control for unnecessary reasons. In order to improve the evaluation of teachers' ability development, it was said that proper understanding of the evaluation, abolition of the evaluation system, and administrative and financial support were needed. Regarding the improvement of the composition system and implementation, opinions were collected, such as the abolition of the assessment from the purpose and system, the low participation of parents in the evaluation process, and the improvement of subjective evaluation. The difference in perception between public and private kindergarten teachers was statistically significant. Based on the research results, the policy implications of the evaluation of kindergarten teachers' ability development were discussed and the follow-up tasks were suggested.