R-러닝에 대한 기관 내 인적지원수준에 따른 유치원 교사의 R-러닝 전문성

Kindergarten Teachers’ R-learning Professionalism According to the Level of Organizational Personnel Support for R-learning

본 연구는 기관 내 R-러닝에 대한 인적지원수준에 따른 유치원 교사의 R-러닝 전문성의 차이를 검증하고 그 차이의 양상과 R-러닝 전문성의 의미를 심층적으로 탐색해 보고자 하였다. 이를 위해 로봇을 활용하고 있는 유치원 교사 434명을 대상으로 설문조사를 실시하였고, 이들 중 교사 6인을 대상으로 반구조화된 심층면담을 주 자료원으로 하는 질적 분석을 통해 지원수준에 따른 R-러닝 전문성의 차이를 다각적으로 분석하였다. 그 결과 첫째, R-러닝에 대한 교사의 전문성의 전체 평균은 2.94, 기관 내 R-러닝 인적 지원 수준은 평균 2.8로 보통 정도의 수준으로 나타났다. 둘째, 유치원 내 인적 지원의 상, 하 집단 수준에 따라 R-러닝 전문성은 유의미한 차이를 보였으며 하위 요인별로는 지식과 태도에서 유의미한 차이를 나타냈다. 셋째, 유치원 기관 내 인적지원수준에 따라 상∙하위 집단에 해당하는 유치원 교사의 R-러닝 전문성에 대해 심층면담을 실시한 결과, 집단에 따라 피봇(pivot) 교사로서의 역할과 내적 동기, 교사 역할의 확장에 따른 전문성, 교사 임파워먼트를 통한 원장 리더십의 측면에서 서로 상이한 양상과 특정한 의미를 나타내었다. 이러한 결과를 바탕으로 기존의 교수적 역할로부터 확장된 R-러닝 교사 전문성에 대한 새로운 인식과 실천, 원장의 효과적인 리더십 발휘가 R-러닝 교사 전문성 신장을 촉진시키는 기관 내 주요 인적지원 요소로 논의되었다.

The purpose of this study was to examine any possible differences among kindergarten teachers in R-learning professionalism according to the level of organizational personnel support related to R-learning. It's basically meant to shed light on the aspects of the differences and the significance of professionalism. The subjects in this study were 434 kindergarten teachers who had experience in using robots. A survey was conducted on the teachers, and semi-structured in-depth interviews were conducted with six teachers selected from among the original study group. When the survey data and the in-depth interview data were gathered, a qualitative analysis was carried out to look for differences in R-learning professionalism according to the level of support from diverse angles. The findings of the study were as follows: First, the teachers got a mean of 2.94 and 2.38 in R-learning professionalism and the level of relevant organizational personnel support respectively, which were both on average. Second, whether the level of organizational personnel support was high or low made significant differences to R-learning professionalism. Among the sub-factors of R-learning professionalism, there were significant differences in knowledge and attitude. Third, when two groups of the kindergarten teachers who were different from each other in the level of organizational personnel support were interviewed in depth to find out their R-learning professionalism, there were differences between the teachers who were given a high level of organizational personnel support and the others who were not in role performance as pivot teachers, intrinsic motivation and extended professionalism, The two groups were also different in teacher empowerment, an indicator of principal leadership. In addition, there were particular meanings in their differences. Given the findings of the study, several factors were discussed as major elements of organizational personnel support that could step up the professional development of teachers. The way of looking at extended R-learning professionalism should be changed, and is required to enhance the extended R-learning professionalism of teachers. Besides, principals should exert their leadership in an effective way to boost the R-learning professionalism of teachers.