이미지 분석을 통한 “좋은 보육교사”의 역할과 자질에 대한 연구

Abstract

As the expectation of child care teachers" professionalism has increased, academics and policy experts have made various suggestions to improve it. However, attempts to understand the perspectives of child care staffs and reflect their voices were limited. The purpose of this study was to analyze the roles and qualities of child care teachers perceived by child care staffs in accordance with the ideals of a “good child care teacher.” There were a total of 248 participants in this study, 131 child care teachers and 117 child care directors, who live in the metropolitan area. This study included drawing and protocol description for data collection as a qualitative methodology based on analytical epistemology. Drawing is highly useful for visualizing psychological concepts by allowing the participant to express certain phenomena and ideas in images. The protocol description is the data collection method necessary to explain and interpret the meaning of the images in the drawing. The collected data were analyzed with critical visual methodologies proposed by Rose (2011) and data analysis method for qualitative research proposed by Creswell (2013). For content analysis, the theoretical framework for qualities and roles of teachers which have been derived from previous research was used. Results showed that fostering was the most important role among the roles expected of a “good child care teacher”, followed by teaching and interacting. The qualities of a “good child care teacher” were divided into personality and professionalism, with personality being especially highlighted. Perception held by teachers and directors were similar for most parts and some of the child care staffs perceived the roles and qualities of child care teachers differently from those found in previous studies. This study is expected to contribute to the training and nurturing of child care teachers by demonstrating the roles and qualities of a "good child care teacher" as identified by staffs in the field.