미국 유아교육과 보육 종사인력의 자격과 학력에 관한 연구
Qualifications and Educational Attainments of the Early Childhood Workforce in the United States
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우리나라는 유아교육과 보육의 이원화로 인해 유치원과 어린이집 교사의 자격 및 학력 수준과 양성체계가 상이한데, 이러한 차이는 교원 전문성 격차로 이어져 영유아기부터 발달 및 학습의 출발선 평등을 저해하고 있다. 이에 본 연구는 우리나라와 유사하게 유아교육과 보육이 이원화되어 있는 미국의 영유아 교원의 자격과 학력체계 및 현황을 살펴보고, 전문성 신장을 위해 미국 내에서 시행된 정책사례 및 방향성을 검토함으로써 국내 유치원과 어린이집 교사의 전문성 강화를 위한 시사점을 도출하는 것을 그 목적으로 하였다. 관련문헌의 검토 결과, 미국은 영유아 교육보육 프로그램이 매우 다양하고 각 주와 기관마다 임용을 위한 자격과 학력 기준이 상이하였으며, 전반적으로 사립보다는 공립 프로그램이 주교사에게 요구하는 자격/학력 기준이 높은 경향이 있었다. 주정부 공인 영유아기 교사자격증은 학교급이 아닌 연령범위에 따라 발급되고 있었고 공인 및 민간 자격증 모두 3~5년을 주기로 갱신토록 하고 있었는데 갱신조건에 현직교육 참여가 포함되어 있었다. 본 연구에서 검토한 미국의 사례들은 우리나라 유치원과 어린이집 교사들의 전문성 제고를 위해 학력기준을 상향조정하게 된다면 2-4년제 대학 간 연계를 통해 편입학 과정을 용이하게 하고, 2년제 대학에서 일반학사 과정 개설을 확대하며, 편입 시 사전학습학점 제도를 통해 이수학점의 일부를 면제하고, 상위학위 취득 시 인센티브를 제공하는 방안 등을 고려해볼 수 있음을 시사하였다.
Abstract
In Korea, due to the split systems between early childhood(EC) “education” and “care,” the required educational attainments and qualifications have differed between teachers of preschools and child care centers. These gaps likely leads to differences in process quality in classrooms, which suggests educational inequality from the early years of life. To address this problem, this study aimed to investigate the qualifications and educational attainments of EC workforce in the United States, which has also split EC systems both at the federal and state levels, and its recent efforts to reform relevant systems to strengthen expertise among the workforce. While EC teachers’ qualifications and levels of education have varied depending on the settings, sources of funding, and regions even within the same states in the U.S., the federal and state governments have taken initiatives to enhance the quality of the workforce by setting higher standards (e.g., bachelor’s degree) first for public programs, such as public pre-K and Head Start, and by requiring in-service teachers to participate in professional development in order to renew their credentials every three to five years. Other efforts that state governments have made to improve the EC workforce’s educational attainments are as follows: a) aligning and coordinating curricula between two- and four-year institutions; b) expanding a bachelor’s degree program in two-year colleges; c) implementing the Credits for Prior Learning system; and d) providing financial incentives and scholarships. The implications of the U.S. case were discussed in terms of the professionalism of EC teachers in Korea.
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