육아지원인력의 재교육 실태 및 개선 방안 연구

Abstract

The purpose of this study was to examine the current state of in-service education for childcare centers, kindergarten teachers and directors and to suggest ideas for better curriculum, methods of operation, and clearer roles for institutions that provide in-service education. Based on our curriculum evaluation, this study also aimed to provide suggestions for improvements in government-led in-service education programs for childcare centers, kindergarten teachers and directors. To find out the current state of in-service education, questionnaires were distributed to teachers and directors at 100 childcare centers and 100 kindergartens located in the Seoul, Kyunggi and Incheon, Kangwon and Choongcheong, Jeolla, and Kyungsang areas in Korea. Teachers (2-3 teachers per institution)and directors at 1,000 institutions received the questionnaire, and 173 directors and 466 teachers at childcare centers and 244 directors/assistant directors and 696 teachers at kindergartens responded. In addition, researchers visited 1 or 2 institutions that provided general in-service education for childcare center teachers and directors, special in-service education for teachers of infant classes, and promotion courses (First and Second level in teacher credential) to distribute questionnaires. Two hundred and six directors and 451 teachers at childcare centers as well as 151 directors, 35 assistant directors, and 197 teachers at kindergartens responded. As a result, this study identified the current state of participation in in-service education programs provided to childcare center teachers and directors as well as kindergarten teachers and directors, and found out the degree of importance of various courses. Based on these findings, this study suggested ideas for improvements in the curriculum and operation of in-service education programs. In terms of in-service training programs for childcare center teachers and directors, suggestions for improvements in curriculum aimed at increasing the professionalism of childcare staff and ideas for more effective operation of these programs were provided. Specifically, we suggested a differentiated curriculum for teachers who have diverse experiences in the profession, differentiated contents in the promotion courses for teachers who are up to the first or second level in the teacher qualifications framework, development and distribution of standardized in-service education materials. This study also proposed that more diverse institutions should offer in-service education programs, that evaluation systems for these institutions are needed, and more diverse in-service courses should be provided. In terms of in-service training programs for kindergarten teachers and directors, standardized course contents, diversity in teaching strategies, efforts to obtain qualified lecturers, and team-teaching courses were suggested. The needs for diversity in models of in-service education, differentiated educational programs based on the diverse characteristics of each course, equal opportunities for in-service education, and establishment of support system were also proposed.