예비유아교사의 통일ㆍ통일교육 인식

Preliminary Early Childhood Teachers’ Perceptions of ReunificationㆍReunification Education

본 연구는 예비유아교사의 통일ㆍ통일교육에 대한 인식조사를 통해 예비유아교사 대상 통일교육의 나아가야 할 방향을 제시함에 목적이 있다. 연구대상은 전국에 있는 4년제 유아교육과에 재학 중인 학생으로 교육부와 통일부(2018), 윤경혜(2005)의 설문 내용을 유아교육 전공 교수 1인과 유아교육 석ㆍ박사과정 5인이 수정ㆍ보완하 였으며 문항 반응 방법 및 문항 내용의 적절성 등의 안면타당도 검증을 받았다. 자료처리는 SPSS WIN 24.0을 사용하여 빈도와 백분율, 평균과 표준편차, t 검증, x² 검증, 일원분산분석(one-way ANOVA)을 실시하였고, 집단별 차이를 알아보기 위해 Scheffé의 사후검증을 실시하였다. 연구결과 첫째, 통일에 대한 예비유아교사의 인식은 대체로 긍정적이며 통일교육 경험에 따른 인식 차이가 있었다. 둘째, 예비유아교사는 통일교육의 필요성을 인식하고 통일교육 강좌에 참여 의사가 있으나 통일교육을 받아본 경험은 별로 없었다. 교사양성과정 내의 유아통일교육 수업 개설에 대한 필요성을 인식하고 있는 반면 전공 관련 유아통일교육 경험은 대부분 없었고, 통일 교육 경험에 따른 인식차이가 나타났다. 따라서 통일교육 경험에 따른 인식 차이를 줄이고 예비유아교사의 통일교육 요구에 응답하기 위해 유아교사양성과정 내의 통일교육 강좌 개설을 제안하며, 이를 위한 기초자료를 제공했다는데 본 연구의 의의 가 있다.

The purpose of this study is to present the direction of reunification education for preliminary early childhood teacher through a survey of their awareness of reunification and reunification education. The research targeted nationwide 4-year university student who majored early childhood education. As the research tools, the questionnaires used by department of education & reunification ministry(2018), Yun Kyeong Hye(2005) were used after modification and supplementation to research preliminary early childhood teachers’perception of reunification and reunification education. One early childhood education major professor and 5 masters, Ph.D. courses were modified and supplemented together to reconstruct the questionnaire. For analyzing the data collected, using SPSS WIN 24.0, frequencies and percentages, and average and standard deviation were calculated and t-test, Fisher s exact test, one-way ANOVA and Scheffe were carried out. The results of the study as follows : First, the study found that preliminary early childhood teachers perceptions of reunification were generally positive, changes in perceptions of the situation around the Korean Peninsula and social trends, and differences in perceptions according to reunification education experience. Second, the preliminary early childhood teacher recognized the need for reunification education and was willing to participate in reunification education classes, but hardly experience in reunification education. While recognizing the need to open early childhood reunification education classes within the teacher training course and learning the contents and methods of reunification education needed for actual classes is the most urgent problem but most of them are uneducated about major- related early childhood reunification. This study is meaningful in that it proposed the opening of reunification education courses in the early childhood teacher training course to reduce differences in perception according to reunification education experiences and respond to requests for reunification education.