지역아동센터 교사의 역할인식에 관한 연구

Abstract

The purpose of this study is to analyze directors and front-line welfare workers’ role of recognition in community child centers. The result of the study is as follows. First, directors and front-line welfare workers in community child centers played a wide variety of parts,such as general works, outside duties, program planning, instruction of learning, routine daily-life guidance,counseling, and accounting, and the roles were often mixed. Directors and front-line welfare workers’ role has to be separated, and a professional role has to be conducted by receiving an expert’s help. Second, the qualification and career of directors and front-line welfare workersin community child centers were concentrated in social workers and child care teachers, and the qualification and career were often out of line with their actual work duty. Most of the students in community child centers are elementary and secondary school students. Few directors and front-line welfare workers have a certification related to teaching elementary and secondary school students, and the basic and continuing educations are also not enough. Actually, teachers feel inadequate when they understand and consult, or teach children and youths. The educational program for teachers in community child centers, such as establishing their identity and educational philosophy, understanding children and youths, and liaison betweenschools and their local community and them, has to be supplemented. Directors and front-line welfare workersin community child centers must have a certification related to adolescent education, such as youth specialist, youth counselor,and lifelong educationist. Third, most of teachers in community child centers give weight to the roles related to welfare. They first take care of youths, and are bothered about instruction of learningand routine daily-life guidance. In addition to the role, the approach of life long education to citizens they want to educate is more neede