예비 유아교사의 교육실습 운영에 대한 중국 대학의 사례연구

Abstract

The purpose of this study was to analyze the cases of Chinese universities with regard to the education and practice operation of pre-primary early childhood teachers, focusing on four-year universities, three-year universities, and two-year universities in China that specialize in early childhood education. It was analyzed by two professors based on the records of 1:1 in-depth interviews with department heads of early childhood education departments or early childhood education department teaching education practice guidance professor at six universities with a major in early childhood education located in Chongqing, China. First, the educational training period of all 6 universities was 4 months, and the student-per-faculty ratio showed that Three-year C university and Two-year X university lead 5 students per education practice guidance professor. showed the lowest percentage. Second, it was found that the role of the teaching practice advisor at each university was very different, and among them, the role of the practical advisor at the Four-year S university was to visit the training paper with the practice guidance teacher before the practice, and visit the trainee at least once a month during the practice. After the practice, it was found that he was performing the role of a education practice guidance professor that cannot be seen in the practical guidance of other universities, such as the educational practice evaluation meeting conducted in kindergartens and the selection of excellent practice guidance teacher. It was found that the ratio of students per education practice guidance professor in education practice and the role of the education practice guidance professor differ from one university to another. It is meaningful in providing basic information necessary to establish an effective educational practice curriculum system for nurturing high-quality early childhood teachers.