예비유아교사의 교육실습에 대한 인식유형연구

A study on the styles of pre-service early childhood teacher’s perception of educational practices: Q methodological approach

본 연구는 Q-방법론을 활용하여 교육실습에 대한 예비유아교사의 인식 유형 및 유형별 특성을 알아봄으로써 예비유아교사의 교육실습에 대한 주관적 인식에 대한 기초자료를 대학기관과 교육실습 기관에 제공하고자 하였다. 이에 따라 교육실습에 대한 문헌과 선행연구를 고찰하고, 예비유아교사 245명의 개방형 질문지를 통해 응답한 742개의 진술문을 범주화, 분석하여 최종 40개의 Q-표본을 선정하였다. 선정된 Q-표본을 44명의 예비유아교사에게 9단계로 Q-분류하도록 하였으며, 분류한 자료를 QUANL 프로그램을 사용하여 분석하였다. 그 결과 예비유아교사들의 교직인성에 대한 인식유형은 4개 유형으로 분류되었고, 각 유형을 ‘이론 적용형’, ‘진로고민의 기회 및 걱정형’, ‘새로운 배움으로서의 성장형’, ‘교사로서의 준비형’으로 명명하였다. 본 연구에서 드러난 4가지 유형의 교육실습 이미지는 긍정적 영향과 부정적 영향 모두 보이고 있지만 교육실습에 대한 여러 가지 이미지를 이해하고 있음을 보여준다.

The purpose of this study was to categorize pre-service early childhood teachers perceptions of educational practices into different styles, and to determine the characteristics of each style. This study was conducted in the following steps First, literature and prior studies were reviewed and an open-ended questionnaire survey was conducted Q population was formed. Within that population, 40 Q samples were drawn, upon which Q cards and Q distribution were based. Second, 44 students of early childhood education, who were attending colleges located in Busan and Gyeongnam, were selected and designated as P samples. Third, Q cards were sorted and the reasons why the 44 students agreed most with some statements and least with other statement. Fourth, data were treated and analyzed in accordance with the QUANL Program. The results showed that pre-service early childhood teachers’ perceptions of educational practices had four styles. According to the characteristics of those styles, the first style was “the application of theories,” the second style was “the opportunity of future career considerations and concerns,” the third style was “growth through new learning,” and the fourth style was “preparation for being a professional teacher.”