개념도를 활용한 교사교육이 예비유아교사의 음악적 자아개념과 교수효능감에 미치는 영향

The Effect of Teacher Education using by the Concept Map on the Musical Self-Perception and Teaching Efficacy of Pre-Service Teachers of Early Childhood Education

본 연구는 2011년 발표된 ‘예비교사의 통합적 이해를 위한 개념도 활용 교사교육 모델 제안’의 후속 연구로써, 선행연 구에서 제안한 개념도 활용 교사교육 모델을 예비유아교사를 대상으로 한 직전 교육단계에서의 교사교육 환경에 적용, 이로 인한 예비유아교사의 음악적 자아개념 및 교수효능감의 변화추이를 살펴보고자 하였다. 이를 위해 유아교육과에 재학 중인 예비교사 53명을 대상으로 개념도 활용 교사교육을 실시하였고, 실험집단의 사전-사후검사 및 비교집단(n=42)과의 비교를 통해 통계적 유의성을 살펴보았다. 결과적으로는 자발적이고 직접적인 음악적 경험을 바탕으로 하여 학습자의 자연스러운 의식의 흐름을 유도하는 개념도를 활용한 교사교육이 예비유아교사의 음악적 자아개념 및 교수효능감 형성에 긍정적인 영향을 끼치고 있음을 확인할 수 있었다.

As a follow-up study of the “The Suggestion of a Teacher Training Model for Would-be Teachers’Integrated Understanding” that was published in 2011, this study was aimed at applying the teacher training model that utilizes a concept map proposed in the previous study to the teacher education environment during pre-education stage for pre-service teachers and also examine the changing trend –as a result of application of the model – in the musical self-concept and teaching efficacy of pre-service teachers. To this end, a teacher education that utilizes a concept map was conducted on 53 pre-service teachers who are enrolled in early childhood education as study subjects, and the statistical significance was studied through a comparison of the pre- and post-tests of the test group and a comparison with the control group(n=42). As a result, it was possible to ascertain that a teacher education, which utilizes a concept map and induces a flow of natural awareness of teachers based on one’s spontaneous and direct musical experience, exerts a positive influence on the formation of musical self-perception and teaching efficacy of pre-service teachers of early childhood children.