IPA기법을 활용한 학교현장실습 전․후 예비유아교사의 교사역량 중요도와 실행역량에 대한 인식 분석

An importance-performance analysis of pre-service early childhood teachers’ perception of competency before and after student teaching

본 연구의 목적은 IPA를 활용하여 학교현장 실습 전· 후 예비유아교사의 교사역량 중요도와 실행역량에 대한 인식을 분석하는 것이다. 연구의 대상은 D시에 위치한 4년제 대학교 유아교육과 4학년 106명(A대학 40명, B 대학 66명)이다. 이를 위해 교사역량 질문지를 사용하여 중요도와 실행역량의 평균과 표준편차를 구하고 빈도분석과 IPA분석을 실시하였다. 자료 분석 결과, 유아와 직접적인 상호작용, 교육과정과 수업계획, 일과운영, 교사로서의 열정은 학교현장실습 전과 후, 중요도와 실행역량 인식이 높은 것으로 나타났다. 실습 후에는 국가수준 교육과정에 근거한 계획, 교직윤리관 형성이 중요도와 실행역량을 높게 인식하였다. 유아관찰과 평가, 건강과 영양지도, 실습 후 교육활동 목표 내용 평가와 문서양식에 적합한 내용 기술, 지역사회 기관, 전문가와의 협력 역량은 개선과 노력이 필요한 것으로 나타났으며, 평가방법, 평가결과 기록, 평가의 활용, 가족과 지역사회와의 관계에 대한 역량은 중요도와 실행역량 인식이 모두 낮게 나타났다. 실습전과 후에 모두 실행역량에 대한 인식이 높고 상대적인 중요도는 낮게 인식한 역량은 다양한 흥미영역 구성이었으며, 국가수준 교육과정에 근거한 계획과 목표 유아흥미 개선이 포함된 마무리와 평가는 유지 또는 개선이 필요한 역량으로 변화하였다. 이러한 결과를 중심으로 유아교원 양성교육과정에서 학교현장실습 전 교육과 실습 후 어떠한 교육과 지원방안이 필요한지에 대한 시사점을 제공하고자 한다.

This study examines pre-service early childhood teachers perception of competency before and after student teaching experience by using the IPA(Importance-Performance Analysis) technique. The subjects were 106 fourth-year university students majoring early childhood education in D city. After collecting data through a survey regarding teaching competencies, mean and standard deviation of the importance and performance competency were calculated, and frequency analysis and IPA were conducted. Results showed that the perception of importance and performance level of teaching competencies was high both before and after student teaching experience for direct interaction with children, curricula and lesson planing, management of daily schedule, and the passion to teach. After the teaching experience, preservice teachers’ perceptions of importance and performance level of teaching competencies improved especially in lesson planning based on the national curriculum, and establishing teachers professional ethics. The results also indicated a need for greater efforts and improvement regarding competencies for observation and evaluation of children, guidance on children’s health and nutrition, assessment of teaching goals after student teaching, describing information to fit a given document format, and collaboration with community center and other experts. Additionally, their perceptions were found to be low in both importance and performance capability for evaluation method, recording of evaluation results, utilizing of evaluation, and a relationship with children s families and community. Furthermore, in both before and after student teaching experience, preservice teachers seemed to have high capability to construct diverse interest learning centers while they felt that its level of importance was relatively low. Finally, plans and goals based on the national curriculum, and a wrap-up and assessment for improving children s interests in learning were identified as competencies that needed to be maintained or improved. Based on these findings, it was discussed what and how to teach students before and after student teaching practicum in teacher training programs. that needed to be maintained or improved. Based on these findings, we discussed their implications for training before student teaching and guidance after student teaching.