l The research is to provide an effective training model for kindergarten teacher's sabbatical leave by reflecting on feedbacks from kindergarten teachers, officials of local offices of education, and staff of teacher training institute based on a pilot program in 2013.
l A total of 320 public kindergarten teachers in 17 cities and provinces nationwide participated in the survey. In-depth interviews were conducted with officials of Ministry of Education, kindergarten teachers, and elementary and middle school teachers who participated in sabbatical leave system.
Perceptions and needs of teachers on special training during the sabbatical year
l 65~78% of kindergarten teachers responded they are not aware of objectives, selection criteria, operation and obligations of the sabbatical system.
l There is an urgent need for the diversification of the training program during sabbatical leave since all of the current programs are entrusted programs run by local universities.
l The interviewed government officials pointed out a need to share the know-how of effective programs and performances.
Basic operational directions of sabbatical-year special training for kindergarten teachers
l Purposes and objectives targeting teachers’ professional development
l Strengthening autonomy of teachers in the selection of training programs and support
l Strengthening exchanges of specialized training programs, and sharing best practices among 17 cities and provinces
l Emphasizing a substantial contribution to improve the quality of early childhood education through field application of results of sabbatical study leave
Detailed plan for improving teacher's sabbatical-year special training system
l Selection size and targets: Quota system is recommended (at least 1% in 2014, and to be expanded to 2~3% in the future) and diversification of targets by including private kindergarten teachers as well as managerial level teaching staffs
l Timing of selection: Should be completed by November - December of the previous year
l Training program: Enhanced individualized self-training, diversification of training institutions, initiating a more suitable evaluation on outcomes of sabbatical study leave, mandating active sharing of training programs and successful cases among cities and provinces, and alignment of sabbatical training system with elementary and middle school.
l Operation system: Sharing and Improvement of complaints, a systematic study provides consulting supports for research year by forming a council of each region, and designating department that is in charge of kindergarten teacher's research-year
l Funding and support for the sustainable and stable operation of sabbatical study leave system for kindergarten teachers
l An operation model of kindergarten teacher's sabbatical study leave system needs to unfold in 3 phases: 1) preparation, 2) execution and evaluation, 3) completion and preparation for a comeback to ECE settings
l The study contributed to the revision of operation manual of kindergarten teachers’ sabbatical study leave system for the all-out launch in 2014 by Ministry of Education and city/provincial Education Offices. Thus, it contributes to efficient operation and stabilization of sabbatical study leave system in the field of early childhood education.
Table Of Contents
Ⅱ. 이론적 배경
Ⅲ. 교원 학습연구년 특별연수 운영 현황 및 사례
Ⅳ. 학습연구년 특별연수에 대한 유치원교원의 인식 및 요구 분석
Ⅴ. 유치원교원 학습연구년 특별연수 운영 방안