영유아 지속가능발전교육을 위한 보육교사의 교사교육 요구 및 인식

Educational needs and awareness of child care teachers for ESD in infants

본 연구에서는 영유아 지속가능발전교육을 위한 보육교사 교육의 기초자료를 마련하기 위하여, 필요성과 목적, 교육의 내용 및 운영방식에 대한 요구를 알아보고자 하였다. 이를 위해 2023년 9월 중 전국에 소재한 현직 보육교사 500명을 대상으로 설문조사 하였다. 그 결과 지속가능발전교육 용어에 대한 보육교사의 인식 및 교사 교육 필요성을 높게 인식하고 있는 것으로 나타났다. 또한, 비교적 높은 요구도를 보인 교사 교육의 내용으로는 환경보존 영역, 사회통합 영역, 경제성장 영역으로 나타났다. 설문에 참여한 대부분의 보육교사가 교사교육에 참여할 의향이 있다고 하였으며 운영방법으로는 보수교육 혹은 직무교육, 유형은 온라인사이버강의, 기간은 단기집중교육, 구성은 이론과 실기의 균형, 20명 이하의 집단을 선호하는 것으로 나타났다. 이러한 요구를 반영한 현실성 있는 프로그램이 구성되어 영유아 지속가능발전 교육을 위한 교사교육이 활성화되기를 기대한다.

This study gathered foundational data for the education of childcare teachers in the field of Education for Sustainable Development (ESD) for young children. The study explored the necessity and objectives of teacher education, as well as childcare teachers’ demands regarding the content and operational methods of education. The survey targeted 500 currently employed childcare teachers nationwide, and data were collected from September 3rd to 7th, 2023. The collected data were analyzed using PSPP 2.0.0 statistical software, and frequency analysis, descriptive statistics, and cross-tabulation were conducted. Post hoc analysis was conducted in cases where the results of difference testing were statistically significant. Childcare teachers’ awareness regarding the term “Education for Sustainable Development” was notably high compared to previous studies, which suggests an increasing interest in such education both domestically and internationally. Factors such as age, qualifications, work institutions, and assigned age groups exhibited statistically significant differences in the execution and challenges faced in practicing ESD for young children. The majority of childcare teachers expressed the need for teacher education in ESD, with a significant demand for customized and diverse information and materials. Many reported never having received teacher education in ESD before, thus indicating a necessity for tailored and accessible training programs. The demands for the content of teacher education were observed in three primary perspectives of ESD: environmental conservation, social integration, and economic growth, in that order. Teachers’ understanding and awareness of approaching these three areas not as independent subject matter but rather via an integrated approach should be cultivated through education. Childcare teachers expressed a willingness to participate in teacher education programs, with a preference for in-service or on-the-job training, and a strong preference for online cyber lectures.