유아교사의 구성주의 교육신념 및 자기조절학습능력이 전문성 발달에 미치는 영향
(주)학지사
- 최초 등록일
- 2016.07.11
- 최종 저작일
- 2016.01
- 13페이지/ 어도비 PDF
- 가격 4,200원
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 한국보육지원학회
ㆍ수록지정보 : 한국보육지원학회지 / 12권 / 2호
ㆍ저자명 : 손유진, 남미경
목차
Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의 및 결론
참고문헌
한국어 초록
영어 초록
This study examined the effects of constructivist educational beliefs and
self-regulated learning skills of children on teacher professional development.
The study was conducted by sampling 273 teachers. Three kinds of variables,
which included constructivist educational beliefs, self-regulated learning ability,
and professional development level were measured and analyzed for this study.
The results were as follows. First, early childhood teachers beliefs of
constructivist education, self-regulated learning ability and professional
development were found to be higher than average. Second, the professional
development of early childhood teachers is shown to be correlated with
constructivist educational beliefs and self-regulated learning ability. When
constructivist educational beliefs and self-regulated learning ability scores
increases, the professional development score is high. Third, metacognitive
strategies, cognitive strategies and constructivist educational beliefs are factors
that predict the professional development of early childhood teachers. According
to results of this study, it suggests that constructivist educational beliefs and
self-regulated learning ability are important factors to be addressed.
참고 자료
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