교수법(마이크로티칭, PBL)에 따른 예비유아교사의 수학교과교육지식과 수학교수효능감 연구

Preservice Early Childhood Teachers’ study of Pedagogical Content Knowledge and in Mathematics and Math Teaching Efficacy by Instructional Method(Microteaching, PBL)

본 연구는 예비유아교사들이 마이크로티칭을 활용한 유아수학교육 수업과 PBL에 기반한 유아수학교육 수업을 경험한 후 그에 대한 효과를 검증하는데 그 목적이 있다. 연구대상은 부산시 D대학 유아교육과 PBL기반 유아수학교육을 수강하는 A반 20명, 마이크로티칭을 활용한 유아수학교육을 수강하는 B반 20명, 강의식 수업 C반 20명이었다. 수집된 자료는 각 교수법 실시 전․후 수학교과교육학지식과 수학교수 효능감의 t-검증을 실시하였고, 사전점수를 공변인으로 하여 집단 간 차이를 알아보 기 위해 공변량분석(ANCOVA)을 실시하였다. 연구결과는 다음과 같다. 첫째, PBL 기반, 마이크로티칭을 활용한 유아수학교육 수업에 참여한 예비유아교사의 수학교과교육학지식, 수학교수효능감에 긍정적인 영향을 미친 것으로 나타났다. 둘째, 수학 교과교육학지식에 가장 효과적인 교수법은 마이크로티칭을 활용한 유아수학교육 수업으로 나타났고, 수학교수효능감에 가장 효과적인 교수법은 PBL기반 유아수학교육 수업과 마이크로티칭을 활용한 유아수학교육 수업으로 나타났다. 이는 예비유아교 사 유아수학교육을 위한 효과적인 교수방법에 대한 방안을 제시하였다는 점에서 의의가 있다.

The purpose of this study was to examine the effects of instructions on early childhood mathematics education using microteaching and those of PBL-based instructions about the same on preservice early childhood teachers. The subjects in this study were 60 selected students who were in the department of early childhood education at a college in the city of Busan. They belonged to three different classes. A class of 20 students was taking a course in PBL-based early childhood math education, and another class of 20 students was taking a course in early childhood math education that used microteaching. The third class of 20 students was taking a mock course added by routine lectures. After data were gathered, t-test was conducted to find out their pedagogical content knowledge in math and math teaching efficacy before and after the programs were provided, and ANCOVA was carried out by selecting pretest scores as a covariable to look for any possible intergroup differences. The findings of the study were as follows: First, the preservice early childhood teachers who were receiving the PBL-based and The microteaching early childhood math education instructions were positively affected in terms of pedagogical content knowledge in math and math teaching efficacy. Second, the most effective teaching method for pedagogical content knowledge in math was the instructions that used microteaching, and the most effective teaching method for math teaching efficacy was the PBL-based instructions and the instructions that used microteaching. This study is of significance in that it suggested effective teaching methods for early childhood math education geared toward preservice early childhood teachers.