학교현장실습에서 예비유아교사가 인식한 교사 역량에 대한 중요도 및 자기 실행도 분석

Abstract

Objectives The purpose of this study is to identify the importance and self-performance level of teacher competencies recognized by pre-service early childhood teachers in school field practice, as well as the gaps, and to find effective strategies for the realization of kindergarten field practice.
 Methods To this end, a survey was conducted among 183 university students in the Department of Early Childhood Education in Seoul and Gyeonggi-do, who had completed kindergarten field training, asking about the importance and self-performance of teacher competencies. Descriptive statistics and corresponding sample t verification of importance and execution were performed, and importance-performance analysis (IPA) was performed to explore strategies.
 Results The importance and self-performance level of teacher competencies perceived by pre-service early childhood teachers in kindergarten field practice were both high, and the level of teacher competency recognition related to teaching personality was the highest. On the other hand, the competency related to learning guidance was relatively low, and especially in the field of learning guidance, the competency related to evaluation was the lowest. As a result of analyzing the difference between importance and performance, the level of performance was found to be low compared to the degree of importance, and the difference between importance and performance was statistically significant in all competencies except interpersonal competence. Finally, the IPA analysis showed that all teacher competencies were concentrated in quadrants 1 and 3. In the first quadrant, teaching passion, teaching ethics, teacher infant interaction, kindergarten life adaptation guidance, basic life guidance, personality guidance, interpersonal relationships, and communication capabilities were distributed. In addition, the three quadrants included curriculum content analysis, lesson plan establishment, learning environment creation, teacher presentation, learning material production and utilization, evaluation content and method, evaluation result utilization, early childhood observation and evaluation, health and safety guidance.
 Conclusions Competencies related to teaching personality need to be maintained continuously because both the level of importance and self-performance awareness are high, and the competencies related to learning guidance have a relatively low level of importance and self-performance awareness, so it is necessary to take measures to improve kindergarten field practice to increase them.