It has been largely unknown that how teachers in Kindergartens and childcare centers actually spend their working time. Only conceptual approaches by use of ‘time’ as a single, tangible and salient variable were attempted to understand what the daily tasks of teachers in Kindergartens and childcare centers are. The purpose of this study is to suggest an effective way to improve the teacher training curriculum by examining and analyzing the daily routines of teachers in Kindergartens and childcare centers. Fourteen kindergarten teachers and nineteen childcare staffs recorded their tasks taking five minutes as unit of record, along with the amount of time spent on each task, during their working hours for four full weeks. These collected data reflect the daily tasks of teachers and staffs, and the percentage of time spent in the form of planning/preparation, instruction, assessment, professional development, child care, parent consultation, events operation, paper work, facility management, social/local activities. The work of teachers were described as 177 tasks, and then classified into 10 categories. The following data were also collected through an online survey from 1,468 kindergarten teachers and 1,218 childcare staffs to evaluate the frequency, importance, and level of difficulty of each task. The results of this study suggest that the curriculum for kindergarten teacher should put an emphasis on subjects such as child care, character education, parent consultation, and discipline guidance. The curriculum for childcare staff should put an emphasis on subjects such as teacher development, character education, teaching method/assessment, parent consultation, and discipline guidance. Since this study also suggests that kindergarten teacher and childcare staff have similar tasks in their work, the initial education for both would be better unified.
Table Of Contents
Ⅰ. 서론 Ⅱ. 연구의 배경 Ⅲ. 유치원과 어린이집의 일과운영 Ⅳ. 유치원과 어린이집 교사의 직무분석 Ⅴ. 정책 제언 참고문헌 Abstract 부록