기관 내 R-러닝 인적지원 실태와 기관 변인이 교사의 R-러닝 전문성에 미치는 영향

A Study on the Operation of Kindergarten Personnel Support Systems for R-Learning and the Effects of Organizational Variables on Teacher's R-learning Professionalism

본 연구의 목적은 유치원 현장의 R-러닝에 대한 인적지원 실태와 교사의 R-러닝 전문성 정도를 알아보고, 기관 변인이 교사의 R-러닝 전문성에 미치는 영향이 어떠한가를 살펴보는데 목적이 있다. 이를 위해 로봇을 활용하고 있는 유치원 교사 434명을 대상으로 설문조사를 실시하였다. 연구결과 첫째, 유치원 내 R-러닝을 위한 인적지원 형태의 전체 평균은 2.63으로 나타났으며, R-러닝에 대한 원장 및 원감의 관리·감독 및 지원이 평균 2.81로 다른 항목에 비해 상대적으로 높게 나타났다. 유치원 내에 로봇을 잘 활용하여 수업하는 데 도움을 주는 교사가 있는지에 대해 ‘없다’가74.2%로 높게 나타났으며, 기관 내 조력자가 필요한가에 대해 ‘필요하다’가 75.9%로 나타났다. 둘째, 교사의 R-러닝 전문성을 지식, 기능, 태도로 나누어 조사한 결과, 지식 부분이 다른 항목에 비해 높았으며 평균 점수는 3.12점으로 나타났다. 셋째, 기관 변인이 교사의 R-러닝 전문성에 미치는 영향력을 살펴본 결과, 기관 내에서 인적지원의 수준이 높을수록, 기관이 공립일수록, 학급 수가 1~2학급일수록 교사의 R-러닝 전문성이 높게 나타났다. 이러한 결과는 향후 기관 내 R-러닝의 질과 수준을 가늠하는 기준 설정에 있어 기초자료를 제공해 줄 수 있을 것이다.

The purpose of this study was to identify the current operation of kindergarten personnel support for implementing successful R-learning, and to examine the effects of organizational variables on teacher's R-learning professionalism. The findings of the study were as follows. First, as for the state of internal personnel support for R-learning, there was relatively more agreement for the item "principals and assistant principals manage or supervise R-learning and offer assistance for that." As many as 74.2 percent replied "No" when they were asked a question whether there was any teacher who was good at using robots which provided help to them, and 75.9 percent replied "Yes" to a question whether they were in need of an assistant. As a result of asking them for which aspects of those who helped them used robots were helpful, the largest group answered they helped them to make good use of robot functions and contents_(3.55). Second, the state of personnel support for R-learning was analyzed considering their background variables. As a result, the kindergartens that were private, located in metropolitan cities and that had six classes or more were found to provide relatively better personnel support than their counterparts that were public, located in rural areas and had one or two classes and three or five classes. Third, teachers' level of R-learning professionalism and the level of personnel support for their kindergarten showed the highest positive correlation and a strong causal relationship. Fourth, the teachers asked for improvement in R-learning teacher training programs the most as a means of personnel support to ensure the efficiency of R-learning, and internal study groups and visiting other kindergarten classes were regarded as effective supervision methods. Concerning the methods for internal teacher education, the biggest group called for demonstration lessons and practical training.