유치원 실습지도교사의 전문성 발달에 따른 실습지도 관련 스트레스 (A Study on Training Instruction-Related Stress of Kindergarten Cooperating Teachers According to Their Professional Development)

서지정보

· 발행기관 : 한국교원대학교 교육연구원
· 수록지 정보 : 교원교육 / 24권 / 2호 / 120 ~ 136페이지
· 저자명 : 남인석, 선미현

초록

The purpose of this study was to investigate training instruction-related stress of kindergarten cooperating teachers according to their overall professional development and its subareas, which include knowledge and skills, self-understanding, and ecological development. The subjects were 202 teachers working for public or private kindergartens in the Jeju Special Self-Governing Province with experience in training instruction. The research tools used in the study include the Self-Evaluation Inventory for Kindergarten Teachers' Professional Development developed by Baek Eun-ju and Jo Bu-gyeong (2004) and the questionnaires developed by Lee Jin-suk (2003) and Lim Seung-ryeol (2004) to examine the training instruction-related stress of kindergarten cooperating teachers. The latter was revised and supplemented by the investigator through interviews, preliminary study, and a test of content validity. For data treatment, the mean scores were used to divide the subjects into three groups of upper, middle and lower level professional development. After conducting an F-test to study training instruction-related stress of the kindergarten cooperating teachers according to professional development, a Duncan test was carried out to review differences among the groups. The research findings were as follows. There were significant differences in the kindergarten cooperating teachers' training instruction-related stress according to their overall professional development and its subareas, which include self-understanding, and ecological development. The upper group of their overall professional development and its subareas, which include self-understanding, and ecological development turned out to have less training instruction-related stress than the middle and lower group.

영어초록

The purpose of this study was to investigate training instruction-related stress of kindergarten cooperating teachers according to their overall professional development and its subareas, which include knowledge and skills, self-understanding, and ecological development. The subjects were 202 teachers working for public or private kindergartens in the Jeju Special Self-Governing Province with experience in training instruction. The research tools used in the study include the Self-Evaluation Inventory for Kindergarten Teachers' Professional Development developed by Baek Eun-ju and Jo Bu-gyeong (2004) and the questionnaires developed by Lee Jin-suk (2003) and Lim Seung-ryeol (2004) to examine the training instruction-related stress of kindergarten cooperating teachers. The latter was revised and supplemented by the investigator through interviews, preliminary study, and a test of content validity. For data treatment, the mean scores were used to divide the subjects into three groups of upper, middle and lower level professional development. After conducting an F-test to study training instruction-related stress of the kindergarten cooperating teachers according to professional development, a Duncan test was carried out to review differences among the groups. The research findings were as follows. There were significant differences in the kindergarten cooperating teachers' training instruction-related stress according to their overall professional development and its subareas, which include self-understanding, and ecological development. The upper group of their overall professional development and its subareas, which include self-understanding, and ecological development turned out to have less training instruction-related stress than the middle and lower group.

참고자료

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