유아인성교육에 대한 예비유아교사와 현장유아교사의 인식 차이

Abstract

Differences in Perceptions between Pre-Service Early Childhood Teachers and Field Early Childhood Teachers on Character Educ ation in Early Childhood Son Young-Guk Advisor : Prof Hyun Seo Ph.D Major in Moral and Ethics Education Graduate School of Education, Chosun University In this study, the difference in perception between the two groups was studied on the premise that it is important for field teachers and pre-service teachers to recognize the negative aspects of modern Korean society and character education in the educational field, and to improve the quality of early childhood character education. The purpose is to provide basic data to seek practical help in effective character education operation in the educational field by examining the perceptions between the two groups and comparing differences. This study selected field teachers and pre-service teachers from the Early Childhood Education Department working at early childhood education institutions located in G Metropolitan City and G Province, and distributed questionnaires online after obtaining prior consent. The recovered questionnaires were 324 field teachers and 149 pre-service teachers, of which a total of 464 copies (317 field teachers and 147 pre-service teachers) were selected as the final research subjects, excluding those with low responses. The research tool revised and supplemented Kim Kyung-rim＇s (2018) early childhood and pre-service teacher questionnaire, and the collected data was analyzed using SPSS 28.0 to obtain frequency and percentage and use t-test and CHi-Square verification. The results of this study are as follows. First, the difference between the two groups on the necessity of character education was not statistically significant. Both field and pre-service teacher groups showed the results of ＇individual selfishness (40.1%)＇ and ＇individual selfishness (34.0%), respectively. Next, there was no significant result of difference in perception of the content of desirable character education. Both groups recognized that the content of desirable character education should be composed in the order of "right value education," "respect for others," "courtesy education," and "community consciousness." There was also no statistically significant difference in the ＇difference in perception of teacher training necessary for character education＇. Second, the difference in perception between field teachers and early childhood teachers was statistically significant according to "the purpose of early childhood personality education, teaching methods, learning goals, influencing factors of personality education, matters that are helpful to young children, and major virtues of personality." Based on these discussions, it is necessary to expand research on the difference in perception between field and pre-service teachers in future early childhood character education research and to more thoroughly verify the effectiveness of character education strategies and methods in the educational field. In particular, specific education and training programs should be developed and implemented to narrow the difference in perception of personality education between field teachers and pre-service teachers. Through this, it is possible to maximize the effectiveness of infant character education and help infants grow into healthy members of society. Furthermore, efforts are also needed to raise social awareness of early childhood character education. It is required that the government, schools, parents, and local communities cooperate to actively promote the importance of personality education, and to establish and implement various programs and policies on personality education. Finally, educators must undergo continuous education and training to equip themselves with expertise in character education. Character education strategies and methods in the educational field can be more effectively implemented by developing and providing education and training programs to improve the professionalism of educators. Through these efforts, infant personality education will be able to overcome the negative aspects of modern society and support infants to grow into healthy members of society based on moral values. This will eventually be the basis for creating a better future by promoting the qualitative growth and development of the entire society.