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KCI등재 학술저널

유아교사의 놀이중심교육과정 실행역량과 디지털 역량의 관계에서 반성적 사고의 매개효과

The Mediating Effect of Reflective Thinking in the Relationship between Early Childhood Teachers' Play-Based Curriculum Implementation Competences and Their Digital Competences

Objective: The purpose of this study was to verify the mediating effect of reflective thinking in the relationship between early childhood teachers’ play-based curriculum implementation competences and their digital competences. Methods: An online survey was conducted targeting 330 early childhood teachers. Descriptive statistical analysis, correlation analysis, and The Process macro model 4 were performed using SPSS 28.0 and The Process macro 4.1. Results: The main results of this study are outlined as follows: first, a significant positive correlation was observed between overall play-based curriculum implementation competences, reflective thinking, and digital competences, including each of their respective sub-factors. Second, the study revealed that reflective thinking played a partial mediating role in the relationship between early childhood teachers’ play-based curriculum implementation competences and digital competences. Conclusion/Implications: Through this study, it was confirmed that when reflective thinking mediated play-based curriculum implementation competences, digital competences were further increased. The findings suggest that not only positive play-based curriculum implementation competences of teachers but also reflective thinking should be considered to enhance digital competences.

I. 서 론

II. 연구방법

III. 연구결과 및 해석

Ⅳ. 논의 및 결론

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