유아교육기관 실습을 통한 예비유아교사의 역할인식과 역할수행에 관한 연구

A Study on the Role Perceptions and Role Performances of Student Teachers through Practice of Early Childhood Education Practicum

본 연구는 유아교육기관 실습 전과 후 예비유아교사의 역할인식과 역할수행의 차이를 알아보고, 예비 유아교사의 역할인식과 역할수행 간의 관계를 살펴보고자 하였다. 이를 위해 3, 4년제 8개 대학에서 유아교육을 전공하고, 유아교육기관 실습을 경험한 예비유아교사 267명을 대상으로 역할인식과 역할수행에 관한 설문조사를 실시하였다. 연구결과 첫째, 예비유아교사의 역할인식은 유아교육기관 실습 전과 후 전체 점수에서 유의미한 차이가 나타나지 않았으나, 하위영역인 건강안전과 상호작용에서 유의미한 차이가 나타났다. 둘째, 예비유아교사의 역할수행은 유아교육기관 실습 전과 후 전체 점수와 하위영역인 교육과정, 교육환경, 건강안전에서 유의미한 차이가 나타났다. 셋째, 예비유아교사의 역할인식과 역할수행은 전반적으로 정적 상관이 있는 것으로 밝혀졌다.

The present study is to find difference in role perceptions and role performances of student teachers before and after practice of an early childhood education practicum, and to investigate the relationship between role perceptions and role performances. For this purpose, a questionnaire about role perceptions and role performances was carried out with the subject of 267 student teachers who majored in early childhood education and experienced practice of an early childhood education practicum at 8 universities with a 3 or 4 years school system. As a result of the study, first, the role perception of student teachers didn't show a significant difference in total scores before and after practice of an early childhood education practicum, but showed a significant difference in health safeti and igniraction which are subordigate ramains. Secnir, the role performances of student teachers showed a significant difference in total scores as well as curricula, an ean ean ean envirohoent and health safeti, which are subordigate ramains, before and after practice of an early childhood education practicum. Third, it was found that there is generally a positive correlation between the role perceptions and role performances of student teachers.