Earticle

본 연구는 중국 현행 유아교사평가에 대한 교사의 인식을 살펴보고 이를 통해 공립유치원 교사가 바라는 교사평가의 개선방향을 모색해 보고자 하는데 목적이 있다. 이는 앞으로 실시해야 할 중국교사 전문성 향 상 중심의 유아교사평가의 토대를 마련하고 유아교사를 대상으로 하는 독립적인 평가체제를 구축하고 중국 유아교사 평가가 공정하고 객관적이며 신뢰성 있는 교사평가가 될 수 있도록 하는 기초자료를 제시하는데 의의가 있다. 본 연구 대상은 중국 연태시(烟台市) 지부구(芝罘区)와 개발구(开发区) 공립유치원에 재직 중 인 교사 200명이다. 본 연구에 사용된 도구는 관련 문헌 및 선행연구 고찰, 예비조사를 거쳐 연구자가 제작 한 질문지로 6개 범주의 총 18문항으로 구성되어 있다. 자료처리를 위해 문항별로 빈도와 백분율을 산출하 였다. 본 연구의 결과를 살펴보면 중국 유아교사 평가의 목적 및 필요성에 대한 93.0% 공립유치원 교사가 유아교사평가가 필요하다고 생각하였다. 32.6% 공립유치원 교사가 유아교사 평가의 목적은 ʻ교사 전문성 발 전ʼ에 목적을 두어야 한다고 인식하였다. 유아교사평가는 교사근무현황을 반영하는 것에 대한 74.6% 공립유 치원 교사의 인식은 일부분 객관적으로 반영하고 있다고 인식하였다. 유아교사평가 과정에 관한 공립유치 원 교사의 인식을 살펴본 결과, 교사평가 횟수는 ʻ한 학기 2번(53.5%)ʼ이 바람직하다고 인식하였다. 교사평 가주체는 ʻ교사동료 (31.2%)'가 적합하다고 인식하였다. 유아교사평가의 기준은 ʻ국가 교육부가 하여야 한다 가 1순위(42.3%)ʼ로 가장 많이 반응하였다. 중국 유아교사평가 개선방향에 대한 공립유치원 교사의 인식을 살펴본 결과, ʻ유아교사를 위한 평가체제가 필요하다(71.8%)ʼ고 인식하였다. ʻ유아교사평가 목적은 인사관리 보다 교사의 전문성 향상을 도와주는 것을 최우선으로 해야 한다(95.1%)ʼ고 반응하였다. 유아교사평가 내용 은 ʻ객관적이고 구체적이며 양적 평가가 가능하게 기술해야 한다(89.4%)ʼ고 인식하였다. 유아교사평가자는 ʻ 전문성과 객관성을 담보해야 하다(91.5%)ʼ고 반응하였다. 유아교사 평가 결과가 ʻ당사자인 교원에게 공개될 필요가 있다(93.7%)ʼ고 인식하였다. 유아교사평가 결과활용은 ʻ평가결과에 따른 교원별 맞춤형 연수시스템을 구축하고 다양한 인센티브를 마련하며 교사의 전문성발달에 긍정적인 영향을 준다(93.7%)ʼ고 인식하였다.

purpose of this study is survey the public kindergarten teachers' understanding of current preschool teachers evaluation in yantai. And analyzes China's current preschool teachers evaluation problem puts forward improving methods. The significance of this research is for the purpose of preschool teachers' professional development in the future in China, strengthening the teachers' evaluation of the former, the objectivity and reliability, and setting up specifically for preschool teachers' independent evaluation system to provide the necessary information. According to the purpose above, the research questions were as follows: 1. What is the China's public kindergarten teachers' understanding towards the current teacher evaluation ? 2. What is the improvement direction of Chinese preschool teachers' evaluation？ The object of this study are 7 public kindergarten, 200 in-service teachers in Zhifu and Kaifa district of Yantai. Research tools used in this study are relevant literature and previous research study, thorough investigation, and the six-part questionnaire of 18 questions produced by researchers through a pretest. Data analysis was performed to calculate the frequency and percentage of each problem. The major research findings were as follows： As for the purpose and necessity of public kindergarten teachers' evaluation of the current preschool teachers, the research results can be listed as follows. 32.6% of the public kindergarten teachers think the evaluation of kindergarten teachers should focus on teachers' professional development. 93% of the public kindergarten teachers think it is necessary to conduct evaluation on kindergarten teachers, because the teachers' professional abilities could be improved by this way. And 36.4% of them agree with it. 74.6% teachers think the result of current preschool teachers' evaluation is partly objective. Preschool teachers understanding on teachers' evaluation process is that 53.5% teachers think it reasonable to evaluate twice a semester. 31.2% teachers think it effective for teachers to evaluate mutually. 42.3% teachers rank the ministry of education in the first place. As for preschool teachers' understanding towards the improvement direction of China's early childhood teachers evaluation, 71.8% teachers think it necessary to practice the evaluation system specifically for preschool teachers. 95.1% teachers think that the purpose of preschool teachers' evaluation should be to promote the professional development of preschool teachers, but not only the management of teachers. 89.4％ teachers think the content and criteria of preschool teachers' evaluation should be more objective and operable. 91.5%teachers argue that the evaluators of preschool teachers should be professional so as to guarantee the impartiality of the evaluation. 93.7% teachers think the result of preschool teachers evaluation result be open to the research objects. 93.7% teachers think preschool teachers' evaluation should be based on the evaluation results, establish a corresponding system of studying according to different types of teachers and various bonuses system.

이 연구는 유아들이 보이는 BGT 반응 수준과 지각적 특성이 연령과 성별에 따라 어떻게 나타나는지를 알아보기 위하여 수행되었다. 이를 위해 충청북도 청주시에 소재한 유치원의 5세 학급 유아 101명(남아: 46명, 여아: 55명)을 연구 대상으로 하여 BGT 카드를 모사하도록 하였다. Koppitz의 발달적 채점 절차에 따라 채점한 후 연령과 성별에 따른 차이를 분석한 결과 첫째, 만 5～6세 유아의 BGT 반응 수준은 정상적인 수준을 보이는 것으로 나타났다. 지각 특성에서는 만 5세아 보다 만 6세아가 시각적 자극을 개별적 요소보다 전체적 관계성 속에서 통합된 것으로 형태화하여 지각하려는 특성을 더 많이 보이고 있었다. 둘째, 5～6세 남아와 여아의 BGT 반응 수준은 비슷한 수준의 정상성을 보이는 것으로 나타났다. 지각 특성에서는 남아는 규칙성에 따라 조직적으로 지각하려는 특성을 보였고, 여아는 전체적이고 통합적으로 지각하려는 특성을 보였다.

This study was to examine the BGT(Bender-Gestalt Test) response level and the characteristic of perception of young children according to their age and gender. To analyze characteristics of perception, BGT figure copying was administered to 101 kindergarteners(46 boys and 55 girls) of Cheongju City, Chungcheongbukdo. And their responsive errors were scored by the developmental Bender Test scoring system of Koppitz, and differences were calculated according to their age and gender. The results were, first, BGT response levels of 5 and 6-year-old children showed a normal level. And 6-year-old children had the characteristic of perception to perceive visual stimuli as an integrated whole rather than discrete elements. Second, boys and girls showed similar BGT response levels of normality. Boys had the characteristic of perception to perceive systematically with regularity, and girls had the characteristic of perception to perceive totally with integration.

본 연구는 유아가 유치원 주변의 자연물을 직접 탐색하고 실외모래놀이에 활용해 보는 활동이 유아의 자 연친화적 태도에 어떠한 영향을 미치는지 알아보는데 목적이 있다. 연구대상은 강원도 J군에 소재한 2개의 공립유치원에 재원중인 만 3․4․5세 유아 31명이며, 주 3회씩 8주 동안 총 24회 실시하였다. 연구도구는 유아의 자연친화적 태도를 측정하기 위해 이성민(2012)의 「자연친화적 태도 검사」도구를 사용하였다. 그 결과 자연물과 함께한 실외모래놀이 활동이 유아의 자연보호태도, 자연사랑태도에 긍정적인 영향을 미치는 것으로 나타났다. 즉 자연물과 함께한 실외모래놀이 활동이 유아의 자연친화적 태도에 긍정적인 영향을 미 쳤다고 할 수 있다. 이를 통해 자연친화교육으로서 자연물과 함께한 실외모래놀이가 주는 가치를 새롭게 인식하는 것에 의의가 있다.

The purpose of this study was to find out how outdoor sand play activities with natural object affects children's nature-friendly attitude. The subjects of this study were 31 children (aged 3 4 5) attending two public kindergartens which are located in Gangwon-do. The experimental group was selected from 15 children (two 3-year-old, four 4-year-old, nine 5-year-old), the control group from 16 children (four 3-year-old, two 4-year-old, ten 5-year-old). The outdoor sand play activities using natural objects were administered to the experimental group, while outdoor sand play activities using artificial sand tools were administered to the control group. The experimental treatments had been conducted by the researcher 3 times a week for 8 weeks from August 25, 2014 to October 16, 2014, totalling 24 sessions. To inspect children's nature-friendly attitude, a research tool was used an improved 「A Test Nature-Friendly Attitude」by Lee Sung-min(2012) from the adapted and modified version by Lee Mi-hye(2009) based on CATES-PV(The Children's Attitudes Toward the Environment Scale-Preschool Version) by Musser and Diamond(1999). The results of this study were as follows; The outdoor sand play activities with natural object lead to statistically significant differences in the nature-friendly attitude of children(p< .001). This implies that the outdoor sand play activities with natural object have positive effects on the nature-friendly attitude of children.

이 논문은 국가수준 교육 과정을 기초로 자율적, 융통성, 창의적으로 유치원 교육과정을 편성·운영하고 있는 유치원 현장의 어려움을 살펴보고, 초등교육과정의 편성·운영과정과 비교해 봄으로써 유치원 교육과정에 있어서 주어진 교육과정과 만들어가는 교육과정의 통합의 당위성을 논하는 연구이다. 이를 위해 주간교육계획의 작성과정에 초점을 두고 한 명의 초등학교 교사와 두 명의 유치원 교사를 설문조사와 인터뷰를 함으로써 자료를 수집하였고 이를 분석하는 질적 연구를 수행하였다. 연구목적을 달성하기 위해 연구자의 반성적 저널과 주간교육계획을 함께 분석하였다. 연구 결과, 유치원 교사들은 누리과정을 기초하여 유아에게 적합한 학급교육과정을 재구성하며 ‘만들어가는 교육과정’을 실현하기 위해 개별적으로 노력하고 있었다. 반면, 초등학교 교사들은 교과서를 통해 체계적인 교육과정을 운영하고 있었다. 뿐만 아니라, ‘주어진 교육과정’의 단점을 보완하기 위해 동학년 교사를 중심으로 ‘전문적 학습 공동체’를 조직하여 좋은 수업을 개발하고 있었으며, 학교와 교육청은 이를 지원하고 있었다. 유치원 교육에 있어 합리적인 교육과정을 실천하는 초등 교육을 본보기 삼아 ‘만들어가는 교유과정’과 ‘주어진 교육과정’을 통합하는 방향 전환이 필요하다고 여겨진다.

This paper investigates why to integrate the given national curriculum and the making curriculum instead of following the conventional manner using only one of two without integration. The qualitative research was performed through the questionnaire and the interview with one elementary school teacher and two kindergarten teachers focusing on the process of the weekly educational plan. Additionally, the reflective journals and the weekly educational plan made by the author was analyzed for this study. The result of this study shows that elementary school teachers are well supported by the education department supplying the systematic curriculum as "the given curriculum". Contrary to them, kindergarten teachers struggle against the shortage of manpower to follow so-called "the making curriculum". And it also shows that the cooperation community involving teachers on the elementary school fields operates very well to develop the teachers' curriculum.

본 연구는 그림책을 활용한 자기표현활동이 유아의 창의성에 어떠한 영향을 미치는지 알아보는 데 목적이 있다. 연구 대상은 경상북도 포항시에 소재한 2개의 공립유치원에 재원중인 2학급 만 5세 유아 30명이다. 실험집단은 H초등학교병설유치원 만 5세 유아 15명(남 6명, 여 9명)이며, 통제집단은 O초등학교병설유치원 만 5세 유아 15명(남 8명, 여 7명)으로 선정하였다. 연구 도구는 유아의 창의성을 검사하기 위해 개발된 노영희, 김경철, 김호(2006)의 교사용 유아 창의성 평정척도(Teacher's Creativity Rating Scale for Young Children: TCRSYC)를 사용하였다. 실험 집단은 한 권의 그림책과 관련한 자기표현활동을 주 2회씩 총 16회 실시하였고, 통제집단은 5세 누리과정 생활주제에 따른 일반적인 유치원 교육활동을 실시하였다. 본 연구의 결과 그림책을 활용한 자기표현활동이 유아 창의성의 하위요인인 확산적 사고, 호기심, 몰입, 탈규범성, 독립성에 통계적으로 유의한 차이가 있는 것으로 나타났다.

The purpose of this study was to find out the effects of self-expressive activities using picture books on young children's creativity. The participants were 30 young children aged 5, in two different classes of two public kindergartens located in P, Gyeongsangbuk-do. The experimental group consists of 15 young children aged 5(6 boys, 9 girls), in the Kindergarten attached to H Elementary School. The control group consists of 15 young children aged 5(8 boys, 7 girls), in the Kindergarten attached to O Elementary School.As for a research tool, this study used “Teacher's Creativity Rating Scale for Young Children: TCRSYC” devised by Noh Young-Hee, Kim Kyoung-Chul and Kim Ho(2006), measure young children's creativity.The experimental group engaged in a self-expressive activities using picture books, while the control group was under a general kindergarten activities with weekly topics based on Nuri Curriculum for 5 year-olds. Self-expressive activities using picture books for experimental treatment was conducted twice a week, totalling 16 times.As a result of self-expressive activities using picture books, the experimental group showed higher score in young children's creativity, than the control group, that is statistically significant differences(p<.01). It suggests the self-expressive activities using picture books have a positive effect on the young children's creativity. First, as a result of self-expressive activities using picture books, the experimental group showed higher score in divergent thinking, which is the cognitive factor of young children’s creativity, than the control group, that is statistically significant differences(p<.01). Second, as a result of self-expressive activities using picture books, the experimental group showed higher score than the control group, that is statistically significant differences in the dispositional factors of young children's creativity; curiosity(p<.05), flow(p<.05), post-normativity(p<.05) and independence(p<.01).

본 연구의 목적은 모바일 알림장의 활용이 교사와 부모로서 갖는 의미는 무엇인지 면담을 통해 탐구하였다. 연구 참여자는 모바일 알림장을 사용하는 대전, 세종 지역 어린이집과 유치원의 교사와 부모 각 3명으로 구 성되었다. 자료 수집은 면담과 전화 상담, E-mail, 메신저의 내용 분석으로 이루어졌다. 연구 결과로 교사의 모바일 알림장의 이용은 기관에서 전반적인 교육활동, 영유아 활동사진, 공지 등을 관리하고 부모는 주로 교 사에게 영유아에 대한 전달사항을 공지한다. 이에 따른 연구 참여자 교사는 모바일 알림장의 사용이 익숙할 수록 업무의 효율성이 나타나는 반면, 그렇지 않을 경우 또 하나의 업무 증가로 부담감을 느끼는 차이를 보 였다. 또한 부모의 참여보다는 교사의 참여가 더 적극적으로 활용되었고, 부모의 만족도가 높아 모바일 알림 장이 적극 활용되었으면 하는 면과 모바일 알림장의 불만을 토로하는 차이가 있었다. 앞으로 모바일 알림장 의 사용에서 오는 논의와 방향 제시가 필요할 것이다.

The purpose of this study, teachers and parents through interviews what it is through mobile class note meaning of research. Research, participants in Daejeon, Sejong Nursery and kindergarten teachers and parents of mobile class note using each consisting of three teachers and parents. Data were collected by interview and telephone, E-mail, instant messaging content analysis. The teaching as a result of mobile class note institutions in general education motion pictures, mostly parents while managing such as notices the motion picture, Air-ground communications, about the infant to teachers. Another teacher participants seemed to feel the difference in the burden of work increases when one more familiar, while the use of mobile class note the effectiveness of the work appear, it is not. There was also a difference complained of cotton and mobile class note, which was the participation of teachers in participating more actively than the parents, if the parents increases the satisfaction of mobile class note actively utilized. The present discussion will be needed in the future and the direction that comes from the use of mobile class note.

본 연구의 목적은 애니메이션 비디오 감상을 활용하여 고정된 개념이나 법칙에 얽매이지 않고 창의적 사고를 신장시킬 수 있는 스캠퍼 기법을 적용한 활동을 함으로써 유아의 창의적 사고를 돕고 새로운 아이디어를 창출해 내는 창의성에 어떠한 영향을 주는지 알아보고자하는 것이다. 본 연구의 대상은 인천광역시에 소재한 실험집단은 Y초등학교 병설유치원 만 5세 유아 20명이며, 통제집단은 B초등학교 병설유치원 만 5세 유아 20명으로 하여 하였고 연구도구는 유아의 창의성을 알아보기 위해 전경원(2000)이 개발한 만 4~6세 유아를 대상으로 한 ‘유아 종합 창의성 검사’를 사용하였으며 실험처치를 위한 애니메이션 비디오 감상을 활용한 스캠퍼 기법은 10주간 주 4회 실시하였다. 자료의 처리는 연구 문제에 따라 실험집단과 통제집단 간의 차이를 알아보기 위하여 t검증을 실시하였고 본 연구의 결과는 애니메이션 비디오 감상을 활용한 스캠퍼 기법이 유아의 창의성에 긍정적인 영향을 미쳤다.

This study was to investigate how the SCAMPER technique utilizing animations can affect enhancing creativity of young children. For the purpose, following research questions were set up. 1. How does the SCAMPER technique used with animation watching affect creativity of young children? 1-1 How does the SCAMPER technique used with animation watching affect fluency of young children? 1-2 How does the SCAMPER technique used with animation watching affect flexibility of young children? 1-3 How does the SCAMPER technique used with animation watching affect originality of young children? 1-4 How does the SCAMPER technique used with animation watching affect imagination of young children? The study was conducted with 40 children aged 5 who attend two kindergartens in Incheon. The children are divided into tow group, the experimental group and the control group. The former consists of 20 children (11 boys and 9 girls) from the kindergarten attached to Y Elementary School, and the latter is composed of 20 children (11 boys and 9 girls) from the kindergarten attached to B Elementary School. This study adopts 'The Comprehensive Creativity Test for Young Children' by Jeon Gyeongwon (2000), which is a test tool for creativity of young children of age 4-6 and consists of four sections, fluency, flexibility, originality, and imagination. For this study the SCAMPER technique used with animations was used four times weekly for 10 weeks from March 30 to June 5 in 2009. In order to examine the result from the two different groups, this study adopted t-validation in analyzing the data, Results of this study were as follows. First, the SCAMPER technique used with animations has positive effects on creativity of young children. Second, the SCAMPER techniques used with animations has positive effects on fluency of young children. Third, the SCAMPER technique used with animations has positive effects on flexibility of young children. Fourth, the SCAMPER technique used with animations has positive effects on originality of young children. Last, the SCAMPER technique used with animations does not have any positive effects on imagination of young children.

세시풍속 교육활동을 교육과정 운영과 함께 상호 연관성을 가지고 통합적으로 이루어지도록 하고, 계절에 따라 자연스러운 일상으로 지속적인 운영이 되도록 하는 가운데, 세시풍속 교육활동에 참여한 유아들의 경험을 질적으로 탐색해 보았다. 세시풍속 교육활동에 참여한 유아들의 경험은 「신명나는 세시풍속」, 「스스로 알아가는 세시풍속」, 「생활 속 세시풍속」, 「더불어 즐기는 세시풍속」,「생소한 세시풍속」으로 나타났다.

The purpose of this study was to examine the experiences of young children who kept participating in educational activities about seasonal customs as part of kindergarten daily routine. For the purpose, following research question was set up. 1. What are the experiences of young children who engage in educational activities about seasonal customs? The subjects in this study were 10 young children at a kindergarten attached to S elementary school located in a rural community in Gangwon Province. They were at the Western ages of three, four and five. The young children engaged in educational activities about seasonal customs during an 11-week period of time from April 1(Mon.) through July 15(Mon.), 2013. They kept performing individual activities, small group activities, large group activities and optional activities, and they had a circle time as well. As for data collection, the video materials were transcribed by using triangulation(Merriam, 1988/1994) to produce more valid and reliable results, and the photographs of the young children's activities, the journal of their teacher, their works, plans on play including optional activities, and evaluation data were all gathered. The collected data were organized, and the organized data were classified, analyzed and interpreted after a domain analysis was made. The result of this study is as follows: The experiences that the young children gained in the course of engaging in the educational activities about seasonal customs were categorized into five: “exciting seasonal customs,” “knowing about seasonal customs on their own,” “seasonal customs in daily life,” “enjoying seasonal customs together,” and “strange seasonal customs.” First, the young children found seasonal customs exciting while they performed the educational activities. They gave an exclamation of joy and used diverse words to express their pleasure in the activities of seasonal customs. They continued to be interested in these customs as they found it so delightful to do the activities, and they kept playing by doing more than what's initially planned to do. Thus, they took the initiative in their own play. Second, the young children gradually got to know and understand the origin, meaning, play and food of seasonal customs and other customs in their own way while they engaged in the educational activities. They expressed how they felt about the customs, and understood the reason that their ancestors enjoyed seasonal customs. Also, they found it wonderful and exciting to learn about folk belief related to seasonal customs. Third, the young children naturally got to learn about the characteristics of each season while they participated in the educational activities. When a new season came, they had experience to make a preparation for the seasonal custom of the new season and to wait for that. In addition, they learned to value life while they was frequently in touch with nature. Fourth, the play of seasonal customs provided a lot of chances for them to mingle with one another, and they learned to cooperate with one another in that course. Thus, they were naturally able to foster their prosocial attitude and skills, and they learned to care about their friends and others. Fifth, seasonal customs were quite strange for the young children since they weren't often exposed to them, but they got interested in the customs as new sources of experience. Despite their unfamiliarity with seasonal customs, they understood the meaning of the customs and expressed it in their own way.

본 연구의 목적은 정보통신기술을 활용한 창의적 문제해결활동을 유치원 현장에 적용하여 유아의 창의성에 어떠한 효과가 있는가를 알아보는 데에 있다. 본 연구의 대상은 경기도 광명시에 소재한 사회ㆍ경제적 수준이 비슷한 2개 유치원의 만 5세 유아 60명을 대상으로 하였다. 실험집단에는 정보통신기술을 활용한 창의적 문제해결활동을 8주간 실시하였고, 통제집단에는 같은 기간동안 컴퓨터 영역에서 생활주제와 관련된 동화 및 동요를 감상하도록 하였다. 연구 결과 정보통신기술을 활용한 창의적 문제해결활동을 실시한 실험집단이 통제집단에 비하여 창의성이 유의미하게 증진되었다.

The purpose of this study was to explore the effect of creative problem solving activity using ICT(Information and Communications Technology) on young children's creativity. For the purpose, research questions were established as follows: 1. Is the creative problem solving activity using ICT effective in the creativity? 1-1. Is the creative problem solving activity using ICT effective in the fluency of creativity? 1-2. Is the creative problem solving activity using ICT effective in the flexibility of creativity? 1-3. Is the creative problem solving activity using ICT effective in the originality of creativity? 1-4. Is the creative problem solving activity using ICT effective in the imagination of creativity? The total subjects for the study consisted of 60 five-year-old children in two kindergartens attached to Elementary Schools in Gwangmyeong, Gyeonggi-do. 30 children (Male 17, female 13) were enrolled in experimental group and the other 30 children(Male 14, female 16) were enrolled in the control group. They were 5 years and 4 months old in average. Instrument for this study was creativity test which is a test of Chon's(2000) 'Korean Comprehensive Creativity Test for Young Children'. Experimental group was treated with creative problem solving activity using ICT. The experiment was performed 16 times during 8 weeks from October 27th 2008 to December 19th 2008, and two times in a week. Collected data was analyzed by SPSS/WIN 12.0 commercial program. The mean and standard deviations of two groups was calculated, and the incremental mean of two groups was verified by t-verification method. From this experiment with creative problem solving activity using ICT, the following results were obtained: As the creativity of experimental group was significant difference than that of control group, it can be found that there was significant effect of creative problem solving activity using ICT on increasing young children's creativity. First, there was significant effect of creative problem solving activity using ICT on increasing young children's fluency. Second, there was significant effect of creative problem solving activityusing ICT on increasing young children's flexibility. Third, there was significant effect of creative problem solving activity using ICT on increasing young children's originality. Fourth, there was significant effect of creative problem solving activity using ICT on increasing young children's imagination. The results from the experiment showed that the creative problem solving activity using ICT resulted in significant effects on the creativity of young children. Therefore this study presented that creative problem solving activity using ICT can improve the creativity of young children.

본 연구는 유치원 교사의 교직전문성 인식 정도에 따른 교원능력개발평가에 대한 인식이 어떠한지를 알아 보기 위하여 세종특별자치시 관내 국․공립 단설 및 병설유치원, 사립유치원 교사 187명을 대상으로 설문 조사를 실시하였다. 교원능력개발평가에 대한 교직전문성 인식에 따른 상·중·하 집단의 인식을 보면 모든 집단에서 교원능력개발평가의 주된 목적은 ‘교육의 질 향상’으로, 가장 필요한 사항은 ‘공정하고 신뢰로운 평가도구’를, 불필요한 사항은 ‘업무과중으로 인한 수업 불충실’로 나타났다. 가장 중점적으로 평가되어야 할 요소로는 교직전문성 인식의 상·중·하 모든 집단 교사가 ‘수업실행’을 인식하고 있는 것으로 나타났다. 평가방법은 ‘기준점수를 정하고 그 보다 높은 점수를 받았을 때’ 우수교사로 평가하는 것으로 나타났으며, 동료교사 평가의 가장 큰 문제점으로 ‘동료 교사 간 갈등과 위화감 조성’을 인식하고 있는 것으로 나타났 다. 교원능력개발평가의 평가결과는 교원 스스로의 전문성 향상 자료로 활용되어져야 하며, 전문성과 자질 이 우수한 교사는 학습연구년제 등 특별연수 기회를 부여해야 하고, 전문성과 자질이 부족한 교사는 현장 근무와 동시에 부족한 역량을 향상시키기 위한 단계별 맞춤형 연수기회를 제공해야 한다고 인식하고 있는 것으로 나타났다. 교원능력개발평가의 안정적 정착을 위한 조치로써 교원능력평가에 따른 업무경감을 위해 행․재정적 지원체계가 반드시 필요한 것으로 인식하고 있다. 이상과 같은 연구 결과는 유치원 교원능력개 발평가의 전면 실시에 앞서 유치원 교육의 신뢰와 공교육의 효과성을 높일 수 있도록 기초자료를 제공하고 평가방향을 제시함으로써 제도의 안정적 정착에 도움이 될 수 있다는데 의미가 있다.

The object of Perception of Kindergarten Teachers’ Teaching Professionalism and Teacher Evaluation for Professional Development is with 187 teachers working in private kindergarten, single public kindergarten, and public kindergarten attached to the public Elementary school in Sejong Special Self-Governing City. In cognition of high, middle, and low ranked group answered from the perception of teacher evaluation for professional development depending on teaching professionalism were shown the purpose as ‘Quality Improvement of Education’. The most necessary thing in a teacher evaluation for professional development is that groups of high, middle, and low ranked teachers understand the fairness and trust are important. The cognition about the prime need of talent for outstanding teacher evaluation is that the high ranked teachers think more toward sense of duty for teaching, and the middle ranked teachers use a teaching method or technology. It is an inflection of evaluation result for teachers’ evaluation for professional development and the groups of high, middle, and low ranked teachers understand that teachers themselves need to be used as professionalism improvement data. The groups of high, middle, and low ranked teachers have the higher perception about the subsequent of action for the teachers who are with lack of professionalism and qualification is that they can get an offer to have a training chances with different sections by steps for increasing their teaching professionalism. It is very essential for the groups of high, middle, and low ranked teachers to have the perception for teachers’ evaluation for professional development and it needs to be restricted with administratively and financially for work reduction because it is the safest action for teachers’ for professional development.