영유아교사의 교직발달에 대한 질적 연구

Abstract

This study was conducted to analyze the teaching development of early childhood teachers. In order to analyze the teaching development process of early childhood teachers, five early childhood teachers were selected as research participants. Data were collected and analyzed using a semi-structured questionnaire. The questionnaire consisted of 10 questions, including three questions about the stage before entering the teaching profession, four questions about the stage after entering the teaching profession, and three questions about the future. The primary outcomes from the research are as follows: First, early childhood teachers were found to have chosen the teaching profession for various reasons and made efforts in various ways to enhance their qualifications as teachers in colleges of education. Second, early childhood teachers were full of excitement and anticipation after entering the teaching profession, but on the other hand, they also faced psychological contraction and difficulties in the teaching process. However, they overcame these issues with consolation and support from their families and fellow teachers. Third, it was found that many early childhood teachers were not considering promotion and were aiming to become teachers who positively influence young children. The outcomes of this study suggest that the teaching development of early childhood teachers takes place in an active and complex structure.