A Study on Professional Recognition and Teaching Skills of Pre-Service Childhood Teachers According to the Level of Teaching Efficacy

Abstract

본 연구는 교수효능감 수준에 따른 에비유아교사의 전문성인식과 교수기술 차이를 살펴보고자 한다. 이를 위해 G, J 지역에 소재한 유아교육과에 재학 중인 예비유아교사 113명을 대상으로 조사하였다. 수집된 자료는 one-way ANOVA를 실시하였으며 집단 간의 차이를 알아보기 위해 Scheffe 사후검증을 실시하였다. 연구결과 첫째, 교수효능감 수준에 따라 예비유아교사의 전문성인식과 하위요인인 전문적지식, 사회봉사, 직업윤리, 사회경제적지위에서 통계적으로 유의한 차이를 나타냈다. 둘째, 교수효능감 수준에 따라 예비유아교사의 교수기술과 하위요인인 수업계획, 수업실행, 수업평가에서 통계적으로 유의한 차이를 나타냈다. 이러한 결과는 예비유아교사의 교수효능감 수준을 향상시킬 수 있는 다양한 방안을 모색하고, 예비유아교사에게 필요한 전문성 역량을 증진시키기 위한 기초자료가 될 것이다.The purpose of this study is to examine the differences in professional recognition and teaching skills of pre-service early childhood teachers according to the level of teaching efficacy. To this end, 113 prospective early childhood teachers attending the Early Childhood Education Department located in the G and J were surveyed. The collected data was analyzed by one-way ANOVA and Scheffe post-test analysis. As a result of the study, first, according to the level of teaching efficacy, there were statistically significant differences in the professional knowledge of pre-school teachers and the sub-factors of professional knowledge, social service, vocational ethics, and socioeconomic status. Second, according to the level of teaching efficacy, there were statistically significant differences in teaching skills and sub-factors such as instruction plans, instructional execution, and instruction evaluations. These results will serve as basic data to explore various ways to improve the level of teaching efficacy of pre-service early childhood teachers and to enhance the professional competency required for pre-service early childhood teachers.