• 한국보육지원학회지
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• 제12권5호
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• pp.71-90
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• 2016

The purpose of this study was to identify the influences which were child care center infant teacher's coaching competency, director management competency, institutional resources, and parent expectation and participation that have on infant-teacher relationships. The subjects in this study were 379 infant teachers working in child care centers across the country. A director management competency questionnaire, institutional resources questionnaire, parent expectation and participation questionnaire, infant-teacher relationships questionnaire, and coaching competency questionnaire were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, the influence of director management competency on infant-teacher relationships is completely mediated through infant teacher's coaching competency. Secondly, the influence of institutional resources on infant-teacher relationships is completely mediated through infant teacher's coaching competency. Thirdly, the influence of parent expectation and participation on infant-teacher relationships is completely mediated through infant teacher's coaching competency.

• 한국보육학회지
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• 제18권2호
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• pp.147-165
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• 2018

본 연구에서는 예비보육교사가 인식한 보육교사의 이미지 그리고 현재 자아이미지와 미래 본인들의 보육교사 이미지를 수업(명화 분석지, 조별토론, 자아이미지 성찰지)과 심층면담을 바탕으로 어떻게 구체화 되어가고 있는지를 탐색하기 위하여 연구 참여자 19명을 대상으로 연구를 수행하였다. 예비보육교사들은 자신들의 현재 자아이미지를 다각도적인 측면에서 깊이 있게 인식해보는 기회를 경험하였다. 이러한 인식의 과정들은 현재 자신의 자아이미지가 보육교사직 선택에 대한 갈등 중이며, 자존감이 낮고 자신감이 없어진 자아이미지, 열심히 보육교사직을 준비 중이지만, 불안한 자아이미지를 지니고 있음을 솔직하게 보여주었다. 그러나 이 지점에서 멈추지 않고, 미래를 위한 자신의 자아이미지를 위하여 예비보육교사들은 스스로 자아이미지를 새롭게 구축하려는 변화를 보여주었다. 보육교사직을 희망하고 있기에 앞으로 본인들에게 필요한 건강한 자아이미지를 위해 현재시점에서 구체적인 실천들을 계획했으며, 더 나아가서 미래에 만나게 될 동료 보육교사들과 함께 보육교사의 올바른 이미지를 구축하고자 하는 모습으로까지 자아이미지가 성장하고 변화되었다. 한편, 연구결과를 통해 나타난 사실은 예비보육교사들에게 절실히 필요했던 것은 본인들에게 관심을 가져주고 존중해주며, 자신감을 불어넣어주는 교사교육자의 역할이었다. 이는 교사교육자인 본 연구자에게도 시사하고 있는 바가 매우 크다. 예비보육교사들을 위한 대학의 교육과정에서도 교사교육자는 학생 개개인의 수준과 관심을 고려하여, 이들에게 진정으로 필요한 수업내용을 구체적으로 제공해주어야 할 뿐만 아니라 이들을 위한 정서적으로 지지해주는 역할도 재인식해야 함을 절감하게 되었다. 가르침과 돌봄이 핵심어가 되는 보육교사의 이미지를 교사교육자인 연구자가 먼저 모범으로 실천해야함을 확인하였다.

• 한국보육지원학회지
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• 제18권2호
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• pp.1-18
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• 2022

Objective: A teacher learning community was developed in order to implement a play-centered curriculum at a child care center, and teachers' experiences during the process were explored. Methods: The teacher learning community was carried out for a total of 23 sessions. One researcher and six teachers participated in this study. Data including the transcripts of recordings of the teacher learning community, transcripts of individual teachers' interview recordings, teachers' reflective journals, and social media posts were collected. Data were analyzed according to the qualitative data analysis procedure. Results: The teachers recognized their experiences of the teacher learning community as follows: (1) encouraging and empowering each other to find a way together, (2) self-reflection, communication and sharing with experiences, (3) becoming a teacher who practices change. Conclusion/Implications: The results of this study show the importance and effectiveness of managing the teacher learning community in a way that teachers interact with each other in a collaborative manner within the community based on initiative and spontaneity, and to provide help to each other in the process of understanding and practicing the play-centered curriculum. The teacher learning community supports the professionalism of teachers for the practice of a play-centered curriculum.

• 한국보육지원학회지
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• 제9권3호
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• pp.209-228
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• 2013

본 연구는 경기도에서 활동 중인 국비지원 대체교사 49명과 도비지원 대체교사 53명 총 102명을 대상으로 대체교사 제도에 대한 인식이 어떠한지를 살펴보고 대체교사 제도의 활성화 방안을 모색해보고자 하였다. 본 연구결과는 다음과 같다. 첫째, 대체교사 지원사업에 참여하게 된 경로로 국비 대체교사는 인터넷 사이트, 도비 대체교사는 보육정보센터 홍보물이 높게 나타났다. 국비와 도비 대체교사 모두 '다른 활동과 병행하기 위해서'가 대체교사 지원사업 참여 동기로 나타났다. 둘째, 국비와 도비 대체교사 모두 '어린이집의 다양한 상황에 융통성 있게 대응하는 것'을 대체교사의 자질로 중요하게 보았다. 셋째, 국비 대체교사는 초과근무가 없고 보육교사에 비해 상대적으로 부담이 적다는 점을, 도비 대체교사는 다양한 어린이집 경험을 통한 전문성 향상과 초과근무가 없다는 점을 만족스러운 점으로 들었다.

• 수산해양교육연구
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• 제27권5호
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• pp.1252-1264
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• 2015

This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

• 수산해양교육연구
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• 제27권5호
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• pp.1290-1302
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• 2015

The aim of the study was to develop the scale for measuring prospective teacher's belief on workplace spirituality. The researchers revised the 'Workplace Spirituality Scale for Early Childhood Teacher (Lim, 2014)' into the draft of 'Workplace Spirituality Belief for Prospective Early Childhood Teacher (WSBS_PECT)' and then validated the draft of WSBS_PECT statistically. The data were collected from 664 prospective teachers participating 5 early childhood teacher programs. EFA, CFA, Correlations and some statistical methods were carried out for testing validity and reliability of the scale. As a result, the WSBS_PECT with 21 items of 4 factors - i.e. 'awareness of meaning of life', 'belief on calling for ECE teacher job', 'belief on relationships in community', and 'belief on membership in community'- was developed and identified as a available measurement for prospective childhood teachers.

• 한국지역사회생활과학회지
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• 제22권4호
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• pp.679-688
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• 2011

Using data from an ongoing study of 170 children aged 4-6 years in low-income families, this study tests how mothers' parenting behaviors and teacher-child relationship influences the adjustment to child-care centers of young children. The mothers' parenting behaviors were measured by the mothers of surveyed children, while the teacher-child relationship and children's adjustment were rated by teachers. Measurements were recorded from using the Iowa Parent Behavior Inventory(Crase et al. 1987), Student-Teacher Relationship Scale(Pianta et al. 1995) and the Adjustment to Child-care Centers Scale(Lee 2004). The collected data was analyzed by hierarchical regression using the SPSS Program. Results indicate that mothers' parenting behaviors in the low-income families controlled characteristics of children and are positively associated with one area of early school adjustment, learning readiness. In other words, mothers who are more involved and demonstrate supportive parenting, have children with better learning readiness. The teacher-child relationship is strongly related to all areas of children's adjustment. The interaction effect of parenting behaviors and the teacher-child relationship on children's learning readiness is observed. These results highlight the importance of the teacher-child closeness as well as the quality of parenting behaviors during the preschool period for the low-income family in improving early school adjustment.

• 한국컴퓨터정보학회논문지
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• 제20권11호
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• pp.97-104
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• 2015

In this study, the investigator distributed total 100 questionnaires by childcare center teachers in final analysis. The purposes of the study were to examine teachers' perceptions of early childhood music education provided by childcare centers or kindergartens and also the difficulties they experienced with the instruction of early childhood music education and thus provide basic data to develop an educational program for early childhood teachers and search for a direction in early childhood music education in the field of education. The findings were summarized as follows: Both kindergarten and childcare center teachers showed a high perception level of need for and importance of early childhood music education. The teachers thought that early childhood music education facilitated the development of young children across all areas and promoted their pleasure and expressive abilities. Providing music education, the teachers faced difficulties due to the lack of musical knowledge, basic musical skills, and experiences with and confidence in musical activities. They also felt a need for teacher education.

• 융합정보논문지
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• 제11권8호
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• pp.109-118
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• 2021

본 연구는 보육교사의 자아탄력성, 낙관성, 직무스트레스 정도와 이들 변수간의 관계를 파악하고 직무스트레스의 영향 요인을 규명하기 위한 서술적 조사연구이다. 연구방법은 2021년 3월부터 4월까지 D광역시에서 일하고 있는 보육교사 191명을 대상으로 하였다. 보육교사의 자아탄련성, 낙관성 및 직무스트레스를 검사도구를 통해 설문 조사하였다. 자료분석은 SPSS WIN 20.0 프로그램을 이용하여 빈도, 백분율, 신뢰도분석, t-test, ANOVA, correlation, multiple regression을 실시하였다. 본 연구의 결과 첫쨰, 자아탄력성과 낙관성은 정적 상관관계, 자아탄력성과 직무스트레스는 부적 상관관계, 낙관성과 직무스트레스는 부적 상관관계를 보였다. 둘째, 보육교사의 직무스트레스의 영향요인을 분석한 결과 자아탄력성이 영향을 미치는 것으로 나타났다. 이러한 결과에 따라 보육교사의 직무스트레를 낮추기 위해서는 자아탄력성을 향상시키고, 직무스트레스를 낮출 수 있는 프로그램이 개발 및 제공되어야 할 것이다.

• 한국보육지원학회지
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• 제14권1호
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• pp.63-85
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• 2018

Objective: The goal of this study is to examine child care center teachers'awareness of parents through a metaphor analysis. Methods: Metaphorical expressions and reason-statements were collected from 276 teachers. Metaphor analysis was used through categorizing and assorting by meanings. Results: The teachers' metaphorical image expressions of parents were analyzed by using 13 metaphorical expression words and 3 categories which included, influence on teacher's attitudes, parent-teacher relationships, and parents' attitudes. Metaphorical image expressions that had a high ratio were 'a companion' and 'a client.' First, child care center teachers had images of parents that parents provide courageous energy to them, and images of clients who demand service instead of being parents. Second, child care center teachers had images of parents that parents cooperate with teachers for the sake of their children. Third, child care teachers had images of parents that parents need help with their children. Conclusion/Implications: This study suggests that teachers will be able to positively correct their awareness of cooperative parent-teacher relationships by reviewing their metaphorical expressions of parental images.