Browse > Article
http://dx.doi.org/10.5762/KAIS.2015.16.8.5240

Kindergarten teachers' needs for educational practice supervisors :Focusing on field teachers who experienced supervision  

Park, Ji-Sun (Early Childhood Education, Mokwon University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.16, no.8, 2015 , pp. 5240-5249 More about this Journal
Abstract
This study aimed to explore the supervisors' qualification and roles and to analyze the possible policy directions related to supervision for the efficient educational practice aid. 6 field teachers who experienced educational practice aid, participated in the in-depth interviews from April to May 2015. The participants reported that 5 field career and PhD qualification were needed for supervisors. Also, supervisors were expected to be 'relationship-oriented counselors' who were comfortable and tried to keep secrets. The participants felt the needs for a policy of educational practice aid, supervising and for this, financial matter and clear role description should be solved out.
Keywords
educational practice aid; field teachers; supervisors;
Citations & Related Records
연도 인용수 순위
  • Reference
1 W. J. Cho, M. R. Son, The Analysis of student teaching program for teachers of early childhood education - comparison between Korea and the United States, Journal of Young Child Studies, Vol 8, pp.181-201, 2005.
2 Butler, B. M., & Cuenca, A. Conceptualizing the roles of mentor teachers during student teaching. Action in teacher education. 2012. DOI: http://dx.doi.org/10.1080/01626620.2012.717012   DOI
3 Conderman, G. Morin, J. and Stephens, T.. Special education student teaching pratices. Preventing School Failure, Vol. 49, No.3, pp.5-10. 2005. DOI: http://dx.doi.org/10.3200/PSFL.49.3.5-10   DOI
4 S. K. Park, Supporting early childhood preservice teachers in a school-university partnership program: A teaching supervisor's action research. Journal of Early Childhood Education, Vol. 30, No.5, pp.351-372, 2010. DOI: http://dx.doi.org/10.18023/kjece.2010.30.5.016   DOI
5 Y. S. Song, A study on the conflict situation and conflict coping ways perceived student teachers in kindergarten field training course. The Korean Journal of Child Education, Vol. 19, No. 1, pp. 19-36, 2010.
6 B. K. Jo, Y. M. Go, A Study on training instruction-related stress of kindergarten cooperating teachers according to their professional development, Journal of Early Childhood Education, Vol. 24, No.3, pp. 47-76, 2004.
7 J. G. Choi, A survey of kindergarten teachers' perception and demand for developing a Web based university-kindergarten collaboration early childhood practicum training model, Journal of Early Childhood Education, Vol. 17, No. 1, pp.43-62, 2008.
8 J. G. Choi, M. J. Kim, The Recognition and Demand on Early Childhood Practicum : Professors and Students; Prespective, Journal of Early Childhood Education, Vol. 16, No. 2, pp.23-49, 2007.
9 Field, B. The new role of the teacher-mentoring, In B. Fild. & T. Field(Ed.), Teacher as mentors: A pratical guide(pp. 63-78). London, Falmer Press. 1994.
10 Killian, J. E., & Wilkins, E. A. Characteristics of highly effective cooperating teachers: A study of their backgrounds and preparation. Action in Teacher Education, Vol. 30, No. 4, pp.67-83. 2009. DOI: http://dx.doi.org/10.1080/01626620.2009.10734453   DOI
11 J. S. Park., D. G. Lee, Implementing long-term field practice: The difficulties facing teacher training institutions, kindergartens, and pre-service kindergarten teachers, The Journal of Korea Open Association for Early Childhood Education, Vol. 18, No. 4, pp.515-541, 2013.
12 Y. M. Go, Mihyun Sun, A Study on factors influencing kindergarten cooperating teachers' stress related to teaching practicing, The Journal of Korea Open Association for Early Childhood Education, Vol. 13, No. 4, pp.329-349. 2008.
13 O. J. Nam, Mihyun Sun, A study on training instruction-related stress of kindergarten cooperating teachers according to their professional development, Korean Journal of Teacher Education, Vol. 24, No 2, pp.120-136, 2008.
14 J. S. Lee, A study on the stress of cooperating teachers in kindergarten, MA dissertation in Duksung Women's University.
15 S. Y. Bae, Clinical practice in early childhood teacher education in the US., Journal of Early Childhood Education, Vol. 31, No 5, pp.391-417, 2011. DOI: http://dx.doi.org/10.18023/kjece.2011.31.5.017   DOI
16 J. S. Park, The experience and meaning of pre-service teachers through supervisor's support in teaching practice for a semester, PhD dissertation in Baejae University, 2014.
17 Y. H. Jo, The methods and cases of qualitative research, Seoul: Kyohaksa, 2005.
18 Lincoln, Y. S., & Guba, E. G. Naturalistic inquiry. CA: Sage, 1985.
19 Spradley ,J. P., Participatory observation method for culture exploration (Heebong Lee translation), Seoul: Daehan Kyogawseo Corporation. (original 1980), 1988
20 Y. S. Hwang, M. S. Choi, A study on student teachers' recognition of creative teachers' role relative to school organizational health and conflict, Journal of Early Childhood Education, Vol. 25, No. 4, pp.261-282, 2005.
21 H. S. Park, The meaning of kindergarten teaching practice that preservice teachers recognized, Joonang University, 2005.
22 J. S. Yeom, Stories of an early childhood practicum teacher: Learning to teach, teaching to learn, Journal of Early Childhood Education, Vol. 27, No. 4, pp.135-159, 2007. DOI: http://dx.doi.org/10.18023/kjece.2007.27.4.006   DOI
23 Y. S. Kim, J. Y. Park, Y. J. Choi, A Study on pre-service teachers' perceptions of their assistance processes, The Journal of Korea Open Association for Early Childhood Education, Vol. 15, No. 1, pp.311-333, 2010.
24 New Jersey Department of Education. New Jersey Administrative Code 6A:9. Trenton, NJ: New Jersey Department of Education, 2011.
25 Burden, P. R. Teachers' perceptions of the characteristics and influences in their personal professional development. Unpublished doctoral dissertation, The Ohio State University, 1979.
26 B. K. Jo, E. J. Baek, S. Y. Seo, Inspection helping development of early childhood teachers, Seoul: Yangseowon, 2005.
27 H. A. Seo, E. J. Choi, A study on student teachers' and cooperating teachers' anxiety, conflict in student teaching, The Journal of Korea Open Association for Early Childhood Education, Vol. 13, No. 1, pp.339-361, 2008.
28 Han, M. K. Early childhood preservice teachers' autonomy in constructing personal practical theories of teaching and learning. Unpublished doctoral dissertation, University of Oklahoma, USA. 2006.
29 S. K. Yoo, H. I. Hwang, Application of mentoring practice program and its effection the professional development of preservice early childhood teachers. Early Childhood Education Research & Review, Vol. 14, No. 6, pp.151-176, 2010.
30 Y. M. Go, Analyzing the participation of an instructing professor and student teachers in an e-mentoring program conducted during student teaching, Journal of Early Childhood Education, Vol. 31, No. 5, pp.61-85, 2011. DOI: http://dx.doi.org/10.18023/kjece.2011.31.5.003
31 H. J. An, Studying conflict during in a preservice teachers' practicum, Journal of Early Childhood Education, Vol. 25, No. 3, pp.289-309, 2005.