예비유아교사의 놀이성과 놀이신념이 놀이교수효능감에 미치는 영향

The Effect of Pre-service Early Childhood Teachers' Playfulness and Play Belief on Play Teaching Efficacy

본 연구는 예비유아교사의 놀이성, 놀이신념이 놀이교수효능감에 어떠한 영향을 미치는지 알아보는데 목적이 있다. 연구대상은 D시에 위치한 K전문대학 재학생 267명이다. 수집된 자료는 SPSS 18.0프로그램을 사용하여, 빈도분석, 기술통계, 상관분석, 단계적 중다회귀분석(Stepwise Multiple Regression), 일원배치분산분석(One-Way ANOVA)을 실시하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 예비유아교사의 놀이성, 놀이신념, 놀이교수효능감의 일반적 경향은 보통이상으로 나타났다. 둘째, 학년별 예비유아교사의 놀이성, 놀이신념, 교수효능감의 차이를 살펴본 결과, 놀이성과 놀이신념은 3학년이 가장 높게 지각했고, 놀이교수효능감은 2학년이 더 높게 지각하는 것으로 나타났고 집단간 차이가 있었다. 셋째, 놀이성, 놀이신념, 놀이교수효능감간의 상관관계를 살펴보면 놀이성의 즉흥성, 기발성을 제외한 나머지 변인간에는 정적 상관이 있는 것으로 나타났다. 넷째, 놀이성, 놀이신념이 놀이교수효능감에 미치는 상대적 영향력을 살펴본 결과, 놀이성의 하위요인 중 쾌활성이, 놀이신념의 하위요인 중 긍정적 놀이신념이 놀이교수효능감의 하위요인에 영향을 미치는 것으로 나타났다. 이러한 결과는 놀이교수효능감을 증진시키기 위해서 교사양성과정에서 놀이성과 놀이신념을 향상시키기 위한 프로그램을 운영할 필요성이 있음을 시사한다.

The purpose of this study is to find out how playfulness and play beliefs of pre-service early childhood teachers affect play teaching efficacy. The subjects of the study were 267 students of K College located in D city. The collected data were subjected to frequency analysis, descriptive statistics, correlation analysis, stepwise multiple regression analysis, and One-Way ANOVA using the SPSS 18.0 program. The main results of this study are as follows. First, the general tendencies of pre-service early childhood teachers' playfulness, play beliefs, and play teaching efficacy were higher than normal. Second, as a result of examining the differences in playability, play belief, and teaching efficacy of pre-service early childhood teachers by grade, third graders perceived playability and play belief the highest, and second graders perceived play teaching efficacy higher. There was a difference. Third, looking at the correlation between playfulness, play belief, and play teaching efficacy, it was found that there was a positive correlation between the rest of the variables except for spontaneity and spontaneity of playfulness. Fourth, as a result of examining the relative influence of playfulness and play belief on play teaching efficacy, it was found that cheerfulness among the sub-factors of playfulness and positive play belief among the sub-factors of play belief affect the sub-factors of play-teaching efficacy. These results suggest that it is necessary to operate a program to enhance playfulness and play belief in the teacher training process in order to enhance play teaching efficacy.