유아교육ㆍ보육 통합을 위한 교원 정책 방안

Abstract

The purpose of this study is to present the basic direction for Korea's teacher policies regarding the integration of early childhood education and early childhood care programs by analyzing efforts to improve teacher preparation programs and teacher quality as well as the current situation of Korea's teacher development and qualification programs. OECD member states have been adopting higher qualification requirements for childcare professionals and kindergarten teachers and have been providing administrative and financial support to teachers in the field to continuously improve their professional capabilities. Currently, a large gap exists between the education level of kindergarten teachers and that of childcare professionals, who also face relatively inferior working conditions such as longer working hours and lower wages. Accordingly, assuming the (tentatively named) Early Childhood School for ages 0 to 5 under the management of the Ministry of Education as the model for integrating the two separate systems, this research proposes the following multi-phase reform of teacher qualifications and preparation programs. Phase 1(2013) is when homogeneity is achieved between kindergarten teachers and childcare professionals. Major tasks during this phase include conversion to a department-centric teacher preparation system, differentiation of the role of Level 3 childcare professionals, standardization of job descriptions and qualification differentiation for classroom main teachers, deputy teachers and teachers for full-day programs. Phase 2(2013-2016) is when the conversion to the Early Childhood School is prepared by converting all teachers to a bachelor's degree qualification, granting universities the right to choose, developing standard teacher preparation programs for early childhood teachers, mutually recognizing kindergarten teacher and childcare professional qualifications and opening a temporary window for existing teachers to obtain bachelor's degrees and relevant qualifications. Phase 3(2017 ~ ) is when the early childhood teacher program is stabilized by improving the working conditions of teachers and revising salary standards.