한미 몬테소리교사들의 개입행동에 대한 비교연구

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 31권 / 5호
ㆍ저자명 : 元永美

목차

요 약
Ⅰ. 서 론
Ⅱ. 몬테소리 교육모델에서의 교사의 역할
Ⅲ. 연구대상, 방법 및 절차
Ⅴ. 연구결과 및 해석
Ⅴ. 결 론

Abstract

한국어 초록

본 연구에서는 한미 몬테소리교사들의 개입행동에 어떠한 차이가 있는지를 비교분석함을 주목적으로 하면서, 교사의 교육경력, 연령 및 자유선택놀이의 비율이 양국교사의 개입행동에 어떠한 영향을 줄 수 있는지를 조사하였다. 그 결과, 아동이 위험한 행동을 하거나 다른 아동에게 방해가 되는 행동을 할 때, 미국교사들의 개입행동정도는 한국교사들에 비해 높은 경향이 있는 반면에, 아동들이 학습상의 오류, 즉 분류, 서열화, 언어, 수 및 일반적 사실에 대한 오류를 범할 때는 한국교사들의 개입행동정도가 상대적으로 더 높게 나타났다. 이러한 한미 몬테소리 교사들의 개입행동의 차이는 유아교사 자신의 특성인 연령 및 교육경력이나 몬테소리교육기관 자체내의 특성인 자유선택놀이의 비율 등의 차이에 의해 발생한다고 보기보다는 한미 양국간의 보다 근원적인 차이 예컨대 몬테소리 교사양성 과정상의 차이에 의해 나타난 결과라고 해석된다.

영어 초록

The purpose of this study was to compare Montessori teachers ' reported behavior of intervention in Korea and America. The study also investigated how Montessori teachers' teaching experience, age, and free play affected teachers' intervention behavior. Teachers' intervention behavior was divided into 6 categories: danger(DAN), disruption(DIS), classification and seriation error(DSE), general error(GER), language and math error(LME), and fantasy play (FAN).
Montessori teachers' intervention was measured using the Preprimary Montessori Teacher(3-6) Questionnaire (Chattin-McNichols, 1991). Subjects were 33 Montessori teachers in 14 American Montessori preschools and 38 Montessori teachers in 22 Korean Montessori schools. American teachers aged evenly from 20 to 65 years and had been teaching for one to 25 years (Mean = 7.9, SD = 5.4). On the average, they allowed their children to have 73.5% of free choice time in the morning period in the classroom. While more than a half of Korean teachers aged from 20 to 29 years and had been teaching for one to 11 years (Mean = 2.2, SD = 2.3). They allowed their children to have an average of 32% of free choice time in the morning period in the classroom.
The t-test, ANOVA, and multiple regression analysis were used to test if there were significant differences in various types of intervention between Korean and American Montessori teachers. The results were as follows:
1. There were significant differences of intervention behavior between Korean and American Montessori teachers. American teachers were more likely to intervene in DAN (t = 7.5033, p ≤ .01) and DIS (t = 5.1981, p ≤ .01). Korean teachers were more likely to intervene in CSE (t = -7.0599, p ≤ . 01), GER (t = 2.0413, p ≤ .05), and LME (t = -2.9343, p ≤ .01). There was no significant difference in FAN.
2. The regression including nationality, teaching experience(or age), and free playas independent variables showed that the Montessori teachers' nationality and age did affect significantly their intervention behavior, but their teaching experience and free play didn't affect significantly their behavior.
3. The results of comparing two regression models showed that there was no significant difference between two groups in teachers ' teaching experience, age, free play affecting their intervention behavior. Therefore, it was concluded that the difference between the Montessori teachers' intervention in Korea and America didn't result from the teachers' teaching experience, age, or free play, but the difference of nationality, that is, the difference in the Montessori teachers ' training.

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