유아교사의 발달단계별 자질에 대한 원장의 인식과 선호
Early childhood directors’ understanding and preference on early childcare teachers’ competence in the stages of professional development
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The present study examined early childhood director's understanding and preference on early childcare teachers’ qualities of classroom practices in each stage of professional development. The subjects consisted of 87 directors of the early childhood education institutions. The subscale for measuring the early childhood teacher’s ability in classroom in accordance to the stages of professional development (Lee, Kim, & Kang, 2004) was employed. The collected data were analyzed by multiple response analysis using SPSS for Windows 16.0. The results were as follows: First, the directors’ anticipations of early childhood teachers’ abilities differed by stages. In the survival and consolidation stages, teachers’ abilities based on the order of ‘love for child’, ‘responsibilities’, and ‘faithfulness’ were perceived to be critical while, in the renewal stage, abilities based on the ‘responsibilities’, ‘love for child’, and ‘having good relationship’ were essential in that order. Secondly, the director’s preference for the requirements in hiring also differed depending the stages: In the survival stage, teachers’ ‘faithfulness’, ‘love for child’, and ‘responsibilities’ were important whereas, in the consolidation stage, the ‘love for child’, ‘responsibilities’, and ‘faithfulness’ in were important in that order. In the renewal stage, the ‘harmony’, ‘responsibilities’, and ‘having good relationship’ were important in that order. Lastly, the director’s preference for the in-service teachers education also differed depending on the stages: In the survival stage, ‘harmony’, ‘love for child’, and ‘professionalism’ were prioritized whereas, in the consolidation stage, ‘harmony’, ‘patience’, and ‘job ethics’ were prioritized. But for the renewal stage, in the order of ‘harmony’, ‘patience’, and ‘self-reflection’ were preferred.
Abstract
The present study examined early childhood director's understanding and preference on early childcare teachers’ qualities of classroom practices in each stage of professional development. The subjects consisted of 87 directors of the early childhood education institutions. The subscale for measuring the early childhood teacher’s ability in classroom in accordance to the stages of professional development (Lee, Kim, & Kang, 2004) was employed. The collected data were analyzed by multiple response analysis using SPSS for Windows 16.0. The results were as follows: First, the directors’ anticipations of early childhood teachers’ abilities differed by stages. In the survival and consolidation stages, teachers’ abilities based on the order of ‘love for child’, ‘responsibilities’, and ‘faithfulness’ were perceived to be critical while, in the renewal stage, abilities based on the ‘responsibilities’, ‘love for child’, and ‘having good relationship’ were essential in that order. Secondly, the director’s preference for the requirements in hiring also differed depending the stages: In the survival stage, teachers’ ‘faithfulness’, ‘love for child’, and ‘responsibilities’ were important whereas, in the consolidation stage, the ‘love for child’, ‘responsibilities’, and ‘faithfulness’ in were important in that order. In the renewal stage, the ‘harmony’, ‘responsibilities’, and ‘having good relationship’ were important in that order. Lastly, the director’s preference for the in-service teachers education also differed depending on the stages: In the survival stage, ‘harmony’, ‘love for child’, and ‘professionalism’ were prioritized whereas, in the consolidation stage, ‘harmony’, ‘patience’, and ‘job ethics’ were prioritized. But for the renewal stage, in the order of ‘harmony’, ‘patience’, and ‘self-reflection’ were preferred.
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