본 연구는 현장중심의 교육과정 개발을 위해 유아교사의 직무를 도출하고 이에 대해 현직교사들의 인식을 살펴보고자 하였으며, 나아가 IPA기법을 이용하여 현장에서 직무적용의 우선순위 가능성을 탐색하고자 하였다. 문헌분석, 현장전문가와의 워크삽 후 도출된 유아교사의 직무모형검증을 위해 275명의 유치원, 어린이집 교사를 대상으로 분석하였다. 그 결과, 유아교사의 직무에 대한 중요도 인식은 수행도에 비해 높게 나왔으나 직무제반에 걸쳐 중요도와 수행도 모두 평균보다 높게 나왔다. 중요도와 수행도가 가장 높은 직무로는 건강·안전·영양지도, 영유아이해 및 생활지도·상담 등의 영유아보호관련 직무들이었으며, 다음으로 교육관련 직무인 교수학습활동 직무와 기관운영방침 및 교육계획 수립 직무 순으로 나타났다. 또한 IPA 분석결과, 유아교사의 직무 중 강화유지, 집중관리, 우선순위 직무들을 파악하여 양성기관 교육과정 운영방안에 대한 의미있는 논의를 제공할 수 있었다.
The purpose of this study was to explore the job areas on field of early childhood teachers and was to get improvement on curriculum development in early childhood education course. Consequently, 275 teachers in kindergartens and childcare centers in the Ulsan area responded to the questionnaire survey created based on a literature review and consultation with professionals. To measure importance and performance in an early childhood teachers’ job, questionnaires(Song, Yoo, 2016) developed by the researchers conducting this study were used. Data were analyzed with respect to frequencies, averages, standard deviations, and Cronbach’s alpha with SPSS 18.0. In addition, the jobs were classified and positioned in four dimensional grids using Importance-Performance Analysis(IPA). The results were as follows: First, the scope of early childhood teachers duties can be subdivided into eight categories and 31 detailed views of the categorized tasks; the importance perception of the job appeared higher than the performance perception, but the importance performance was higher than the average score. Tasks related to protection were the highest followed by those related to education. Second, IPA results showed tasks with higher importance and performance and those with higher importance but lower performance. Based on this, strengthening and intensive care jobs could be identified and could provide meaningful discussion on curriculum improvements.
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의