교사직무에 대한 예비유아교사의 인식

Pre-service early childhood teachers’ perceptions on their daily work and tasks

본 연구는 유아교사 양성기관의 질적 내실화를 위해 교사직무의 중요도와 수행난이도에 대한 예비유아교사의 인식을 살펴보았다. 190명의 예비유아교사를 대상으로 교사직무에 대한 설문조사를 실시하였다. 연구 결과, 첫째, 예비유아교사는 유아 보호 관련 업무, 시설설비 관련 업무, 교수학습 실제는 중요한 직무로, 행사 관련 업무, 학부모 관련 업무, 교수학습 평가는 어려운 직무로 인식하고 있었다. 상대적으로 주요한 직무분석을 위해 IPA(Importance Performance Analysis) 기법을 사용한 결과, 예비유아교사는 행사 관련 업무는 지속유지하는 직무로, 교수학습 준비, 실제, 유아보호 관련 업무, 시설설비 관련 업무는 집중관리하는 직무로, 사무 관련 업무, 대인관계 및 사회적 업무는 저순위 직무로, 교수학습 평가, 전문성 신장, 학부모 관련 업무는 과잉 직무로 인식하는 것으로 드러났다. 둘째, 현장실습을 받은 예비유아교사의 직무 인식을 살펴본 결과, 대부분의 영역에서 중요도와 수행난이도가 높아졌으며 중요도는 전문성 신장, 학부모, 행사 및 사무 관련 업무에서, 수행난이도는 학부모와 행사 관련 업무에서 유의한 차이가 나타났다. 양성기관의 질 제고를 위해 결과를 바탕으로 교육과정 운영에 대한 시사점을 제시하였다.

This study examined pre-service early childhood teachers’ perceptions about the importance and difficulty of the teacher s work and tasks in order to improve the quality of early childhood teacher training programs. For the study, a questionnaire survey was conducted for 190 preschool teachers. As a result of the study, first, pre-service teachers perceived the tasks related to child care, facility management, and practical teaching and learning work as important, whereas the tasks related to event-related work, parent-related work, and teaching and learning evaluation work as difficult. The IPAs was used to analyze the importance of teachers’ tasks. The results showed that pre-service teachers recognized event-related tasks as their ongoing tasks and perceived the planning/implementing teaching and learning task, child care related work, and facility maintenance work as intensively managed tasks. They also believed paper work, interpersonal or social relational work as their low- priority tasks and perceived students’ learning assessment, their professional development, and parent-related work as excessive tasks. Second, as a result of examining the perceptions of pre-service teachers who completed their practicum, levels of the task importance and the performance difficulty increased in most areas. Significant differences between two groups were found in their importance in terms of professional development, parent-related work, and event related work. The group differences were also found in their job difficulty in terms of parent-related work and event-related work. Based on these results suggestions were made to improve the quality of early childhood teacher training programs.