유치원교원양성대학의 교육과정에 관한 한일 비교연구 - 전문대학의 교육과정을 중심으로

A Korea-Japan Comparative Study on the curriculum of teacher"s education for early childhood education - Focused on curriculum of junior college -

&nbsp;&nbsp;본 논문은 유치원교원양성대학 교육과정의 한일 비교를 통하여 우리나라 유치원교원양성대학 교육과정의 문제점과 개선방안을 제안하는 것을 목적으로 하였다. 목적달성을 위하여 첫째, 교육과정편성의 기초가 되는 양국 유아교육의 정책방향과 문제점을 살펴본다. 둘째, 유치원 교육과정을 통해 최근의 동향을 살펴본다. 셋째, 한일 양국 교원양성대학의 사례를 전문대학(단기대학)을 중심으로 살펴보았다. 일본은 교원양성제도의 탄력적인 운영(완전 개방제도에 의한 양성)으로 전문대학을 졸업한 유치원교원이 2종 면허를 취득한 후 일정의 단위를 이수하여 1종 면허의 취득도 가능하고, 초등학교 교원의 자격도 취득 가능하다. 이러한 교원양성체제가 유치원과 초등학교 연계의 가능성을 높여 주고 있다. 유치원 교원양성대학의 교육과정의 편성 및 운영은 각 대학의 자율적인 운영과 21세기를 살아가는 창의적인 어린이를 길러낼 수 있는 교원양성을 목적으로 교육과정이 편성되어야 하고 실천적인 지도법에 초점을 맞추어야 할 것이다.<BR>&nbsp;&nbsp;이러한 관점에서 한국과 일본의 유치원 교원양성 대학의 교육과정을 비교하여 우리나라 유치원 교원양성대학 교육과정의 편성 및 운영에 관하여 문제점과 개선방향을 제안하였다.

&nbsp;&nbsp;This paper focused on the curriculum of teacher&quot;s education for early childhood education as a part of comparative study on the education policy between Korea and Japan. The objectives are to develop its differences and to propose remedy. Therefore, this paper deals with following matters that make basic way of educational policy.<BR>&nbsp;&nbsp;To compare 1)policy goal and issues of teacher&quot;s education for early childhood education between Korea and Japan, 2)system of training teacher for early childhood education, 3)curriculum of early childhood education.<BR>&nbsp;&nbsp;This analysis mainly focused on the junior colleges that occupy most of teacher&quot;s education course for early childhood education in both countries and specific cases were collected from colleges in Seoul and Tokyo.<BR>&nbsp;&nbsp;Korea has a goal oriented education system but Japan has open-door system. Japan has more numbers of course and time than Korea even though Korea has 1-year longer education system.<BR>&nbsp;&nbsp;Japan has operating more flexible curriculum than Korea and attach much importance to actual practices that use evaluation tool for understanding and application of total course in a graduation thesis, seminar, etc.<BR>&nbsp;&nbsp;Thus, teacher&quot;s education for early childhood education system in Korea are as follow. 1) No much differences on the teachers college, 2) limitation on the curriculum execution for each college, 3) rigidity on the curriculum that blocking coordination between teacher&quot;s education for early childhood and elementary school in curriculum and certificate.<BR>&nbsp;&nbsp;To reform such problem, this paper proposes following measures.<BR>&nbsp;&nbsp;1) To consider regional condition, local educational administration prepare guidance for standard curriculum firstly and then each college develop its original curriculum along with its guidance,<BR>&nbsp;&nbsp;2) Each college needs to operate more practical curriculum that fit with education fiele,<BR>&nbsp;&nbsp;3) To develop a curriculum that giving importance to develop basic and specific abilities for kindergarten teacher,<BR>&nbsp;&nbsp;4) To develop more flexible course that considerign changes of societal environment such as urbanization and low birth rate,<BR>&nbsp;&nbsp;5) To develop a curriculum that develop originality of teachers who educate a child with full of originality.