유아교사의 소명의식 연구 동향

Abstract

Objectives The purpose of this study was to identify the research trends related to calling in early childhood teacher and to present basic data for follow-up research to related calling in early childhood teacher.
 Methods For this purpose, we selected 35 papers published in academic journals from 2014 to the end of July 2023 with early childhood teacher and calling as the keywords. For data analysis, the data were classified by pub-lication year, research method, academic field, academic organization, and related variables. The trends of calling were then analyzed using analysis methods such as the frequency analysis, cross analysisof the collected data.
 Results The results of this study are as follows. First, Research on early childhood teacher calling first began in 2014 and increased rapidly from 2018. Second, As for research methods, The research method was predom-inantly quantitative research. Third, The academic field with the most papers published was social science. The largest number of papers were published in Korean Association for Learner-centered Curriculum and Instruction, published by The Journal of Learner-Centered Curriculum and Instruction. Fourth, Trends in calling-related varia-bles included many variables related to Grit, burnout, teacher efficacy, positive psychological capital, self-effi-cacy, resilience. Career and employment factor variables were analyzed, including major satisfaction, career deci-sion-making, and career stress, Work and organizational factor variables were classified into turnover intention, organizational commitment, and job satisfaction.
 Conclusions Based on these results, Suggestions were made for the development and operation of on-the-job training and re-education programs to form a sense of calling and enhance practical capabilities, which are im-portant qualities in the teaching process of early childhood teachers.