Korean Journal of Child Studies (아동학회지)
- Volume 20 Issue 1
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- Pages.199-211
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- 1999
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- 1226-1688(pISSN)
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- 2234-408X(eISSN)
Teacher and Student Belief Systems about The Kindergarten Curriculum: A Q-approach
유아교육과정에 대한 교사와 학생의 신념체계분석 - Q방법론적 접근 -
Abstract
This study identified and explained the prototypes of belief systems about the kindergarten curriculum with the use of Stephenson's Q-methodology. The sample consisted of 15 preschool teachers and 15 college students majoring in early childhood education. A Q-deck composed of 48 cards was developed by the researchers and sorted by the subjects. The obtained Q-sort scores were analyzed by factor analysis. The findings revealed that the subjects were divided into 3 types: "the practical-disciplinary type" consisting of mostly of teachers, "the theoretical-openness type" consisting mostly of students, and "the compromising type" consisting of some teachers and some students.
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