미국과 캐나다의 유아 교사 핵심 역량 분석과 교육적 시사
An Analysis and Implication on Core Competencies of Early Childhood Teacher between U.S and Canada
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본 연구는 최근 교원의 질 제고를 위한 방안 모색과 관련하여 유치원 교사의 핵심 역량에 대한 적극적 논의의 필요성을 제기하기 위한 목적으로 핵심 역량에 대한 개념 고찰 및 교원의 핵심 역량 관련 선행연구 분석, 그리고 미국과 캐나다의 유아 교사의 핵심 역량 내용과 활용 현황을 비교․분석해보았다. 본 연구를 통해 한국 유치원 교사의 핵심 역량 개발 및 활용에 있어서 논의되어야 할 중요한 시사점은 다음과 같다. 첫째, 유아 교사라는 직무의 특성을 반영하면서도 교육의 본질적 의미에 부합되도록 지식, 기술 뿐 아니라, 태도를 포함한 유치원 교사 핵심 역량 개념에 대한 규명이 있어야 한다. 둘째, 지식, 기술, 태도의 총체적 개념을 내포하는 단일 수준의 핵심 역량에서 발전시켜 경력 및 교사의 발달 특성을 고려한 수준별 핵심 역량을 개발할 필요가 있다. 셋째, 핵심 역량에 근거하여 유치원 교사의 지속적인 전문성 발달을 지원하기 위한 다양한 방안 모색이 적극적으로 이루어질 필요가 있다.
Abstract
The purpose of this research is to explore conceptual ambiguity of competency, critiques on theoretical foundations and following issues in competency-based teacher professional development. Also, this study is to explore what the concept of Korean early childhood teacher core competency, and develop a framework for domains and levels of core competency by analyzing examples of different countries. In order to obtain this aim, I investigated the concept and nature of competency. Then I analyzed example of different countries(U.S, Canada). The results are summarized as follows. First, core competency of childhood teacher includes the ability to combine, organize, implement, and reflect on knowledge, skill, attitude based on context. Second, the core competency of U.S, and Canada includes (a) child growth and development, (b) child observation and assessment, (c) positive interaction and relationships, (d) learning environment and curriculum, (e) classroom and program management, (f) healthnutritionsafety, (g) family and community, and (h) professional development and leadership. The levels of core competency vary from 3-6 levels based on education and stage of career of teacher. hird, the korean early childhood teacher core competency should be connected to early childhood basic learning abilities and preservice teacher core competency, and reflected in the stage of career module.
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