예비 유아교사의 요구도 분석 기반 전공역량체계 개편방안 탐색

Abstract

The purpose of this study is exploring ways to reorganize the major competency system based on the analysis of students’ needs for the 7 major competencies set by the Early Childhood Education Department of A University. To this end, a survey was conducted targeting all pre-service teachers attending the Department of Early Childhood Education at A University. To analyze responses of 76 people, the t-test, Borich needs assessment, and The Locus for Focus Model were used, and based on this, the priorities of major competencies were derived. There were three main results: 1) Field practice competency and subject teaching expertise were derived as the top priority competency in all years. 2) As for global competency, the discrepancy between the importance and the current level narrowed in the higher years, but the relative importance is not high. 3) Interpersonal relationship and cooperation competency, teachers' knowledge and empathy competency had high importance. Based on the research results, the need for 1) operation of practical on-site competency-oriented curriculum, 2) expansion of the concept of global competency, and 3) continuous emphasis on personality and aptitude competency was discussed.