음악극 공연활동이 예비유아교사의 동작교수불안과 동작교수효능감에 미치는 효과

The Effect of Music Drama Play Performing Program on movement teaching anxiety and movement teaching efficacy belief for Pre-Service Early-Childhood Teachers

본 연구는 음악극 공연활동이 예비유아교사의 동작교수불안과 동작교수효능감에 어떤 효과가 있는지 알아보고자 하였다. 본 연구의 대상은 경상남도에 위치한 C대학교 유아교육과 2, 3학년 학생 41명(실험집단 21명, 비교집단 20명)이며, 음악극 공연 활동은 2017년 3월 6일부터 6월 23일까지 16주 동안 주 1회 90분씩 이루어졌다. 연구 도구는 동작교수불안, 동작교수효능감 평정척도를 사용하였으며, 자료의 분석은 공변량분석(ANCOVA)을 실시하였다. 연구결과, 첫째, 음악극 공연활동은 예비유아교 사의 동작교수불안에 긍정적 영향을 미치며 하위요인인 상태불안 및 특성불안이 유의미하게 줄어들었다. 둘째, 음악극 공연활동은 예비유아교사의 동작교수효능감에 긍정적 영향을 미치며 개인적 효능감 및 결과기대효능감이 유의미하게 향상되었다.

The purpose of the study is to investigate the effect of music drama play performing experience on pre-service early-childhood teachers’ movement teaching anxiety and movement teaching efficacy belief. The program was held on total of forty one sophomores and juniors enrolled in Early Childhood Education in C University located in Kyeongsangnam-do, Republic of Korea(21 students of experiment group and 20 students of comparative group). Music drama play performances were performed for sixteen weeks from March 6 to June 23, 2017, once a week for 90 minutes. For the research tools, ANCOVA was used to analyze the data, using movement teaching anxiety and movement teaching efficacy. The study suggests following conclusions: First, a music drama play performing program gives positive impact on movement teaching anxiety for pre-service early childhood teachers, and state anxiety or trait anxiety, which are the sub-factors of movement teaching anxiety, has significantly decreased by the program. Second, a music drama play performing program also has positive effect on movement teaching efficacy belief for pre-service early childhood teachers, and individual efficacy or outcome expectation efficacy, which are the sub-factors of movement teaching efficacy belief, has been significantly improved.