공립유치원 교사가 인식하는 전문성 저해요인과 향상 방안

Abstract

Objectives The purposes of this study was to investigate hindrance factors against professionalism and enhancement solution perceived by public kindergarten teachers. Methods In order to achieve the aim of this study, semi-structured interviews based on a priori professionalism theory were performed with eight public kindergarten teachers. The teachers had worked over 5 years in public kindergartens. Results First, in the individual domain, lack of teaching ability and lack of time and ability for handling administrative work were appeared. Second, in the interpersonal domain, vertical hierarchy and influence of children’s parents are appeared. Third, in the institutional/societal domain, low social acknowledgement and absence of agreement in defining professionalism of kindergarten teachers were appeard. Each enhancemnet solution about hindrance factors was described. Conclusions In order to remove the hindrance factors, not only each effort of individual teacher, acquaintance, institution, and society, but also cooperative effort of this network was required.