유아영어교육에 대한 예비교사의 인식에 관한 연구 – 예비유아교사와 예비영어교사를 중심으로
Comparative Analysis on Recognition of Pre-Service Teachers on English Education for Younger Learners: Focusing on Pre-service Teachers in Early Childhood Education and English Education
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본 연구는 예비유아교사와 예비영어교사의 유아영어교육에 대한 인식을 확인함으로써 이에 대한 기초자료를 제공하는 데 목적이 있다. 본 연구의 연구대상은 경상남도에 소재한 K대학교 유아교육과에 재학 중인 예비유아교사 100명, 영어교육과에 재학 중인 예비영어교사 100명, 총 200명을 임의표집하여 선정하였다. 본 연구의 구체적인 연구결과는 다음과 같다. 첫째, 유아영어교육의 운영과 적합성에 대한 인식의 차이를 살펴본 결과, 영어교육 시작 시기, 수업장소, 수업 중 영어사용, 수업형태, 내용, 교수방법, 교구·교재의 적합도 인식에서는 집단 간 유의미한 차이가 나타났으나, 유아영어교사 유형의 적합도와 수업 중 적합한 담임교사의 역할에 대한 인식에서는 집단 간 유의미한 차이가 나타나지 않았다. 둘째, 유아영어교육의 필요성과 효과성에 대한 인식의 차이를 살펴본 결과, 필요도, 학습 효과 인식에서는 집단 간 유의미한 차이가 나타났으나, 유아영어교육이 필요한 이유, 필요하지 않은 이유, 효과 제공에 대한 인식에서는 집단 간 유의미한 차이가 나타나지 않았다. 셋째, 유아영어교육의 문제점과 개선방안에 대한 인식의 차이를 살펴본 결과, 유아영어교육의 주요 문제점과 개선방안 인식에서 집단 간 유의미한 차이가 나타났다. 이와 같은 연구결과를 토대로 본 연구에서는 유아영어교육의 바람직한 개선방안과 발전방향을 논의하여, 유아영어교육의 바람직한 방향성 확보에 기초자료를 제공하였다.
Abstract
The purpose of this study is to offer basic data on this by confirming the recognition in pre-service early childhood education teachers and pre-service English teachers on early childhood English education. The subjects of this study were randomly selected totally 200 people such as 100 pre-service early childhood education teachers who are attending the Department of Early Childhood Education at K university where is located in Gyeongsangnam-do Province, and 100 pre-service English teachers who are attending the Department of English Language Education. The following are the specific findings of this study. First, as a result of examining a difference in recognition on the operation and suitability for early childhood English Education, a significant difference between groups was shown in the recognition of suitability for the beginning period of English education, class location, using English during a class, instructional form, contents, teaching method, teaching aids·materials. But a significant difference between groups wasn't indicated in the suitability for a type of early childhood English teachers and in the recognition on a homeroom teacher's role that is proper for a class. Second, in consequence of examining a difference in recognition of necessity and effectiveness in early childhood English education, a significant difference between groups was shown in the necessity and the recognition on a learning effect. However, a significant difference between groups wasn't indicated in the recognition on a reason of being needed early childhood English education, on a reason of being not needed, and on the offer of an impact. Third, as a result of figuring out a difference in recognition on problems and improvement plans for early childhood English education, a significant difference between groups was indicated in the recognition of major problems and improvement plans for early childhood English education. Based on these findings, this study offered basic data to securing desirable directionality of early childhood English education by discussing the desirable improvement plan and developmental direction of early childhood English education.
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