• 한국보육학회지
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• 제18권3호
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• pp.35-49
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• 2018

본 연구의 목적은 영유아 음악수업 전문성에 대한 예비보육교사들의 담론을 분석하는데 있다. 이를 위해 S시에 위치한 H대학 아동보육복지과 2학년 학생들을 대상으로 심층면담을 실시하였고, Bogdan과 Biklen(2006)이 제시한 방법에 따라 결과를 분석하였다. 연구의 결과 예비보육교사들은 아직 전문성에 대해 이야기 하는 것이 이르다고 느끼고 있었고, 교사의 전문성은 학교교육의 배움과 현장에서의 경험과 경력이 더해져야 갖추어지는 것이라고 하였다. 또한 영유아 음악수업을 위해 갖추어야 하는 전문성에 대해 첫째, 영유아의 발달과 개인차, 흥미에 대한 지식이 있어야 하며, 둘째, 국가수준의 교육과정을 준수하고, 영유아들의 흥미를 반영하여 주제중심으로 통합적인 교육계획을 세울 수 있어야 한다고 하였다. 셋째, 무엇을 어떻게 가르칠지 가르치는 교수방법에 대해 잘 알고 있어야 한다고 하였다. 그리고 이러한 전문성을 갖추기 위해서는 먼저, 교사가 음악을 즐거워해야하고, 음악적 능력을 기르기 위해 악기를 배우며, 다양한 예술적 경험을 해야 한다고 하였다. 그러나 노력에도 불구하고 전문성이 갖추어지지 않을 경우, 영유아들과의 음악수업을 포기하기보다는 동료들과의 협력을 통해 극복해 나가야 한다고 하였다. 본 연구의 결과를 토대로 예비보육교사를 위한 음악교육에 실질적인 방안을 위한 방향을 제시하였다.

• 한국생활과학회지
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• 제16권4호
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• pp.711-722
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• 2007

The purpose of this study was to analyzed child care teachers' health state and a relationship between health promoting lifestyle and job stress of child care teachers. The subjects were 101 child care teachers in Busan. They responded to 'health state open ended question', 'health promoting lifestyle scale', and 'job stress scale'. For the analysis of the data, M(SD), frequencies, t-test, Pearson's correlation were run by using SPSS WIN computer program. The major findings of this study were as follows; First, the most uncomfortable symptoms of child care teacher's physical health state was respiratory organs and the main cause was classroom ventilation and dust. The most uncomfortable symptoms of child care teacher's mental health state was tension and the main cause was children's safety. Second, the mean scores of the variables were as follows : the mean score of health promoting lifestyle was 2.54. The highest sub factor of health promoting lifestyle was 'positive self recognition' and the lowest one was 'exercising'. The mean score of job stress was 2.80 and the highest sub factor was 'administration services'. They desire for a healthy life, but in reality, they are unsatisfied with their current health state and they are not able to practice certain actions actively to promote their health. Third, health promoting lifestyle was negatively correlated with job stress. The result of this study can be used as the basic data for reducing day care teacher's job stress, development of a program to promote day care teacher's health and improving day care teachers working environment.

• 한국보육지원학회지
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• 제13권6호
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• pp.87-109
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• 2017

Objective: The purpose of this study is to examine the relationship between student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. Methods: The participants were 399 student teachers studying child care and education at two-year or four-year colleges in Seoul, Gyeonggi, Incheon, South Chungcheong, and Daejeon. They completed questionnaires on student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. The data were analyzed using ANOVA, t-test, and partial-correlation analyses. Results: There were three findings from this study. First, there was a significant difference in student teachers' perceptions on cooperating teacher's professionalism depending on the type of child care center and education system, rather than the type of class. Second, there was a significant difference in student teachers' motivation to become a teacher depending on the students' education system. Third, student teachers' perceptions on their cooperating teacher's professionalism correlated with their motivation to become a teacher. Conclusion/Implications: This study suggests that student teachers' perceptions on cooperating teacher's professionalism is significantly different depending on the type of child care center or educational system and is related with motivation to become a teacher.

• 한국산학기술학회논문지
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• 제14권3호
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• pp.1100-1108
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• 2013

본 연구는 자아존중감과 교수효능감과 직무수행의 어려움 간의 관계를 분석해 보고자 하였다. 이를 위해 J지역 보육교사 282명을 대상으로 질문지 조사를 하였으며, 수집된 자료는 Peason 상관분석과 중다회귀분석을 실시하였다. 첫째, 보육교사의 자아존중감은 교수효능감과 직무수행의 어려움 인식과 상관이 있는 것으로 나타났다. 둘째, 보육교사의 일반적 교수효능감은 자아존중감을 예측하는 중요한 요인이었으며 유아 보호 및 지도에 대한 어려움 인식이 더불어 중요한 요인으로 나타났다. 이러한 결과를 통해 자아존중감의 중요성을 강조하고, 보육교사들이 자아존중감을 경험하고 제고할 수 있는 기회의 확대를 제안하였다.

• 수산해양교육연구
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• 제23권1호
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• pp.56-66
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• 2011

The purpose of this study is in analyzing factors related to a teacher's nursery efficacy. In order to achieve its purpose, a study includes investigation about levels of 748 teachers' interest and knowledge in a child nursery from multi-cultural families, teachers' efforts for understanding the children from multi-cultural families, availability of experience with a child care from multi-cultural families, a teacher's multi-cultural nursery efficacy and general nursery efficacy. As a result of investigation, a study found out that 4 factors (interest, knowledge, efforts, and experience) are related to nursery efficacy and the fact that a teacher's general nursery efficacy is highly associated with multi-cultural nursery efficacy. For this result, providing information about a child care from multi-cultural families and supporting general nursery efficacy play a critical role in supporting teachers' competency about a child care from multi-cultural families.

• International Journal of Advanced Culture Technology
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• 제6권4호
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• pp.233-239
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• 2018

The purpose of the study was to examine the effects of preschool teachers' qualification (education level, teaching experience, major, and certification) and competency variables (teaching efficacy and teacher-child interaction) on young children's development (cognition, language, and social development). The data came from $5^{th}$ Wave of Panel Study on Korean Children (PSKC) from the Korea Institute of Child Care and Education, and the multiple regression analyses as well as Pearson's correlation analyses were used. The results showed the positive associations between teachers' competency (teaching efficacy and teacher-child interaction) and child development. However, we did not find significant effects of teachers' qualification on young children's development. Based on the results, we proposed a policy implication that teacher qualification needed to be discussed with teacher competency to improve teacher quality.

• 한국응급구조학회지
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• 제14권1호
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• pp.19-29
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• 2010

Purpose : This study was conducted to examine the degree of recognition of safety education and its execution for child-care teachers at daycare center for the disabled children in Jeollanam-do. Ninety six child care teachers filled out the questionnaire and the results were as follows. Results : 1. The possibility of accident prevention by the day care teachers was a little higher in case of nearby education institution. The most appropriate period of safety education was within one month. 2. Majority of child care teachers had received safety and first-aid educations before and the education was done for less than 2 hours. 3. The best educational method was practice-centered education of off-duty time. The contents of first-aid education were bleeding, fall, shock, and burn. 4. The education material and book should be available to the teachers when they need the knowledge. 5. By the annual schedule, safety education should be conducted and provided to the parents. Conclusion : This study suggested that reinforcement of contents related to emergency situation and actual first-aid as well as theory education in the process of parent and teacher education should be conducted on the basis of information of general conditions related to safety and first-aid education at the daycare center for the disabled children.

• 한국보육지원학회지
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• 제12권5호
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• pp.1-16
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• 2016

The purpose of this study is to examine the mediating effects of teachers' psychological well-being between teachers' attachment history and child-teacher relationships. The participants of this survey were 342 teachers from 41 day care centers and 11 kindergartens in four metropolitan cities and five provinces in Korea. The collected data were analysed through frequency and percentage calculation, Pearson's correlations, and the mediation methods suggested by Baron & Kenny(1986) were calculated by using SPSS 21.0. The findings are as follows. First, the percentage points of the attachment history of early childhood, the teachers' psychological well-being and the child-teacher relationship were higher than the average. Also, all the variables had correlations. Second, the teachers' psychological well-being partly mediated the relations between attachment history and child-teacher relationships. These results imply that teachers' psychological well-being is needed for positive child-teacher relationships, and can provide policy implications for teachers' psychological well-being in order to improve the quality of child-teacher relationships.

• 한국보육지원학회지
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• 제18권6호
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• pp.101-126
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• 2022

Objective: The purpose of this study was to investigate the implementation experiences of the 「2019 revised Nuri curriculum」 of early childhood education teachers and special education teachers at inclusive child care and education centers. Methods: Individual interviews with 14 teachers at seven inclusive settings in Seoul were conducted. The collected data were transcribed, and six categories and 42 sub-themes in early childhood education teachers and six categories and 37 sub-themes in special education teachers were derived through qualitative-comparative content analysis. Results: The teacher in-service education conducted prior to the implementation of the 「2019 revised Nuri curriculum」 gave substantial aid in the applied practices of cases. The perceptions of teachers related to the 「2019 revised Nuri curriculum」 were heightened. The inclusive settings had been changed according to the principles of play, case, and children's interest. As the 「2019 revised Nuri curriculum」 progressed, children also changed. The implementation of the 「2019 revised Nuri program」 allowed the positive and the negative experiences to coexist at the inclusive settings. For the successful implementation of the 「2019 revised Nuri curriculum」 , calls for the improvement of the child care and education center and national level must be stressed. Conclusion/Implications: Based on the results, discussions and recommendations were presented to solve the difficulties.

• 한국보육지원학회지
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• 제8권1호
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• pp.109-124
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• 2012

본 연구는 보육교사들이 교직원들과의 갈등상황에서 어떤 갈등관리전략을 사용하는지를 알아보기 위해 시작되었다. 이를 위해 연구자는 C직장어린이집 0세반에서 참여관찰 하여 교사들의 대화에서 드러난 갈등의 원인별로 보육교사들이 사용한 갈등관리전략을 분석하였다. 첫째, 보육교사들은 적합한 간식제공 방법을 건의했으나 조리사들이 개선해주지 않는 상황과 교사용 간식이 정당하게 제공되지 않는다고 느끼는 상황에서 지배적인 갈등관리전략을 사용하였다. 둘째, 보육교사들은 보육시간 중에 환경미화원이 도움을 요청한 상황과 주임교사에게 갑작스런 업무를 부여받을 수도 있음을 알게 된 상황에서 회피적인 갈등관리전략을 사용하였다. 셋째, 보육교사들은 대체교사를 구하지 못해 휴가를 가기 어려워진 상황에서 통합적인 갈등관리전략을 사용하였다. 넷째, 보육교사들은 휴가기간 동안 교사근무배치를 원장이 제안한 상황에서 배려적인 갈등 관리전략을 사용하였다. 다섯째, 보육교사들은 공동으로 관리하는 유희실을 특정 교사들만 청소하게 되어 불합리하다고 느끼는 상황에서 타협적인 갈등관리전략을 사용하였다.