수업사례 분석을 통해서 본 유아교사의 문졔해결능력

서지정보

· 발행기관 : 한국교원교육학회
· 수록지 정보 : 한국교원교육연구 / 18권 / 1호
· 저자명 : 유경선, 박은혜

목차

I. 서론
II. 이론적 배경
1. 수업사례
2. 유아교사의 문제해결능력
III. 연구 방법
1. 연구 대상
2. 연구 도구
3. 연구절차
IV. 연구결과 및 해석
1. 경력수준에 따른 유아교사의 문제해결능력
2. 문제상황과 유사한 사전경험 유무에 따른 유아교사의 문제해결능력
V. 논의 및 결론
1. 논의
참고문헌
ABSTRACT

초록

본 연구는 유치원에서 일어나는 문제상황이 포함된 수업사례에 응답한 내용을 기초로 유아교사들의 문제해결능력을 알아보는 것을 목적으로 하였다． 특히 수업사례 분석을 통해서 본 유아교사의 문제해결능력이 경력수준과 수업사례에서 제시된 문제상황을 사전에 경험했는지의 여부에 따라 차이가 있는지에 초점을 두었다． 3차의 선정과정을 통하여 3개의 사례가 수집되었고 40명의 교사들이 각기 7개의 질문에 응답하였다． 수업사례 분석을 통해서 본 유아교사의 문제해결능력은 모든 범주에서 교사의 경력수준에 따라 차이가 있었다． 문제상황과 유사한 경우를 사전에 경험했는지의 여부에 따라 유아교사의 문제해결능력에 차이가 있는지를 알아본 결과는 문제상황이 발생하는 빈도에 따라 각기 다르게 나타났다． 연구결과에 따라 교사들의 경력에 따른 교사교육의 차별성에 대한 필요와 유아교사 교육에서 수업사례활용의 필요성에 대한시사점이 제시되었다．

영어초록

The purpose of this study is to describe the kindergarten teacher's problem solving ability through analyzing teaching cases including problems at kindergartens. In order to investigate this purpose, two research questions have been set up as follows: Is there any difference in the teacher's problem solving ability according to the teacher's experience? Is there any difference in the teacher's problem solving ability according to teacher's prior experience with the case? 40 kindergarten teachers who graduated from 4 years university participated in this study. Among them, 20 people are teachers who have less than 1 year of experience, and the other 20 teachers have more than 6 years experiences of teaching. After giving teaching cases at kindergartens, data was gathered by requesting them to give descriptive answers of analysis for the 7 questions included at each teaching case. The gathered data of teaching case were scored by the Holistic Scoring System developed by Levin(1993). The result of this study is as follows: problem solving abilities of teachers are different depending on the years of teaching experiences. That is to say, expert teachers are better than novices in terms of ability of understating the core of the problem situation, level for pursuing additional information, ability of understating from the various points of view, ability of understanding the issues of problem situations, ability of providing the clear causes for the problem situation issues, ability of providing the solutions for the general problems, ability of providing the solution in each teaching case classroom situation, etc. Problem solving abilities of teachers are differences depending on the level of prior experiences with the case. There is no difference between teachers who have many experiences and does not have it for the teaching case of 'guiding lunch meals'. However, expert teachers who have previous experiences have much better ability than novices in analyzing teaching case of 'individual differences of children'. And expert teachers who have previous experiences have little better ability than novices in analyzing the case of 'trouble between a teacher and parents who have a aggressive child'.

참고자료

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