유아교육 전공교수에 대한 예비유아교사들의 기대 은유 분석

Expectations of pre-service early childhood teachers for their professors of early childhood education

본 연구는 은유 분석을 통해 유아교육 전공교수에 대한 예비유아교사들의 기대를 탐구 하는 것을 목적으로 하였다. 연구대상은 수도권에 소재한 4년제 유아교사 양성대학에 재학 중인 1∼4학년 233명이었으며, 이들의 응답 내용 총 623개를 토대로 빈도분석과 은유분석을 실시하였다. 연구 결과, 유아교육 전공교수에 대한 예비유아교사들의 기대 는 ‘교수특성’(40.1%), ‘수업’(38.2%), ‘진로’(21.7%)로 구분되었다. 세부적으로는 ‘교 수특성’은 ‘상호작용’(23.1%), ‘인성’(10.9%), ‘모델링’(6.1%)으로 구분되었고, ‘수업’은 ‘지식’(18.3%), ‘강의’(9.5%), ‘현장경험’(6.2%), ‘지원’(4.2%)으로 구분되었으며, ‘진로’ 는 ‘조력’(13.8%)과 ‘안내’(7.9%)’로 구분되었다. 즉, 예비유아교사들은 유아교육 전공 교수의 교수특성과 수업 관련 부분에 대한 기대가 높았는데, 특히 상호작용이 원활하게 이루어지기를 기대하고 있었다. 이러한 결과는 유아교육 전공교수가 ‘수업’과 ‘진로’에 대한 교육 및 지도뿐 아니라 예비유아교사들과의 ‘상호작용’도 원활하게 이루어질 수 있도록 노력을 기울여야 함을 시사한다.

This study explores the expectations of pre-service early childhood teachers for their professors of early childhood education using metaphor analysis. The participants comprised 233 undergraduate students (freshman to senior) enrolled in a four-year early childhood teacher education university located in a metropolitan area. A total of 623 responses were analyzed using frequency and content analysis. The results of this study were as follows. The pre-service early childhood teachers’ responses regarding expectations for their professors were classified into ‘personal characteristics’ (40.1%), ‘instruction’ (38.2%), and ‘career guidance’ (21.7%). To be specific, ‘personal characteristics’ were divided into ‘interaction’ (23.1%), ‘personality’ (10.9%), and ‘modeling’ (6.1%); ‘instruction’ was divided into ‘knowledge’ (18.3%), ‘teaching capabilities’ (9.5%), ‘field experience’ (6.2%), and ‘coaching’ (4.2%); and ‘career guidance’ was divided into ‘assistance’ (13.8%) and ‘guidance’ (7.9%). In other words, pre-service early childhood teachers had higher expectations for their professors of early childhood education on the aspects related to personal characteristics and instruction, especially in regard to interactional capabilities. These results suggest that professors of early childhood education should make efforts, not only for education and career guidance, but also to ensure meaningful interactions with pre-service early childhood teachers.