영유아교사 전문성 관련체제 고찰: 미국, 영국, 호주를 중심으로

서지정보

ㆍ발행기관 : 한국보육지원학회 ㆍ수록지정보 : 한국보육지원학회지 / 12권 / 4호
ㆍ저자명 : 김명순, 신윤승, 이세원, 서재화

목차

Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 영유아보육·교육 현황
Ⅳ. 영유아교사 양성 과정
Ⅴ. 영유아교사 재교육과 평가
Ⅵ. 논의 및 결론
Ⅶ. 우리나라의 영유아교사 전문성 관련 체제 개선을 위한 제언
참고문헌

한국어 초록

영어 초록

This study examined professional development systems in America, England, and
Australia, and devised ways to enhance early childhood teachers' professional
development in Korea. To suggest effective ways to improve current professional
development system and its operation, this research aimed to investigate first,
advanced professional development systems and policies in three countries,
America, England, and Australia, second, the process of teacher qualification and
requirements for acquiring teacher credential and its maintenance, and lastly, the
effort of quality control for professional development, its operation, and
evaluation systems in three countries. Based on the analysis of the three
country’s systems, five solutions for effective professional development are
suggested. First, it is necessary to differentiate requirements for teachers by the
level of teacher credentials. Second, an incessant training process for professional
development is required. Third, an individualized professional development plan
should be set for an individual teacher for the best outcomes in professional
competence. Fourth, instructors for professional development trainings are needed
to ensure the quality of training. Lastly, individuals, organizations, and policy and
its operation systems need to be considered holistically as a whole in the
perspective of convergence in policy making and its operation for effective
professional development.

참고 자료

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