예비유아교사의 스마트폰 이용과 교직인성에 관한 연구

The Study on the Pre-service Early Childhood Teacher’s Use of Smartphone and Personality as a Teacher

본 연구는 예비유아교사의 스마트폰 이용과 교직인성에 대한 경향성과 관계성을 파악하고 예비유 아교사의 효과적인 스마트폰의 이용과 교직인성의 함양을 위한 기초자료를 제공하는 것에 목적을 두었다. 이를 위해 경기와 강원지역에 소재한 유아교육과 3년제와 4년제 대학에 재학 중인 262명 의 학생을 대상으로 스마트폰의 일반적인 사용용도와 교직인성검사, 스마트폰중독검사를 진행하 였으며, 연구결과는 다음과 같다. 첫째, 1학년, 2학년보다는 3학년, 4학년이 스마트폰의 이용이 더 높은 것으로 나타났다. 둘째, 예비유아교사의 보편적 인성은 통계적으로 유의한 차이를 보였는데, 1,2,3학년보다 4학년이 더 높은 것으로 나타났다. 또한 교직인성 역시 통계적으로 유의한 차이를 보였는데 1, 2, 3학년보다 4학년이 더 높은 것으로 나타났다. 마지막으로 스마트폰 사용과 교직인 성의 관계에 있어서는 스마트폰 이용이 높으면 교직인성 점수도 높지만, 스마트폰 중독이 심하면 교직인성점수는 낮은 것으로 나타났다. 이러한 연구결과는 예비유아교사의 인성교육프로그램 개 발에 기초자료가 되었다는데 의의를 가진다.

The purpose of this study was to examine pre-service early childhood teacher’s tendency and relationship between use of smartphone and personality as a teacher, and to provide basic materials for fostering effective use of smartphone and personality as a teacher. The research participants were 262 students who attended at the 3-year and 4-year College’s department of early childhood education located in Gyeonggi-do and Gangwon-do. To achieve the purpose of this study, they were asked to answer a questionnaire for general use of smartphone, and conducted test for smartphone addiction and test for personality as a teacher. The results of this study were as follows. First, the use of smartphones was found to be higher in the third and fourth grades than the first and second grades. Second, the universal personality of pre-service early childhood teachers showed a statistically significant difference, which was higher in the fourth grades than in the first, second, and third grades. In addition, there was a statistically significant difference in personality as a teacher, which was higher in the fourth grades than in the first, second, and third grades. Third, as for the relationship between use of smartphone and personality as a teacher, it was found that the score of test for personality as a teacher was also high when the usage of smartphone was high. On the other hand, the score of test for personality as a teacher was found to be low in the case of severe addiction to smartphones. The results of this study were meaningful to provide the basic data for the development of pre-service early childhood teacher’s personality education program to cultivate proper personality as a teacher.