유아교사 양성평등 실천정도와 교육요구도에 관한 연구

Abstract

In order to use it as basic data for gender equality education for early childhood teachers, this study diagnosed the degree of gender equality practice of early childhood teachers in 508 kindergarten and childcare teachers in Gyeongsangbuk-do, and the main results are as follows.
 First, the overall degree of gender equality practice of early childhood teachers was high, but gender bias and gender role stereotypes were expressed in some questions. Second, 75.9% of early childhood teachers in Gyeongsangbuk-do said that gender equality education for teachers was necessary, and 69.6% said they would participate in this education. As for the desired educational content, the teaching strategy for gender equality that can be applied to the field was the most, and the demand for providing educational programs and contents that can be used in the educational field was the highest for gender equality childcare practice.
 Based on these research results, the following suggestions are made to improve the practical ability of early childhood teachers to practice gender equality and to reflect educational needs. First, when conducting gender equality education for early childhood teachers, it is necessary to focus on strengthening practical skills rather than theory so that it can be actually applied in the early childhood education field. Second, customized education for each age group of infant teachers is needed. Third, it is necessary to provide manuals and contents so that infant teachers can practice gender equality in childcare sites. Fourth, kindergarten teachers should also be required to receive education.