보육교직원의 효율적 보수교육 추진체계 구축 방안 연구

Abstract

The key to improving the quality of childcare is enhancing the professionalism and qualitative level of childcare teachers and directors, who are the main agents of childcare service provision. This study attempted to examine the problems concerning in-service education or re-education of childcare teachers and directors and methods for improving the current situation.

The main contents of this study are as follows:

1) Examine the legal, institutional regulations of in-service education for childcare teachers and directors; understand the present condition of how in-service education is implemented. 2) Understand the problems of current in-service education for childcare teachers and directors by reviewing the present conditions of in-service education, professional advice, and previous research results. 3) Suggest practical improvement measures for problems through understanding in-service education.

In terms of research methods, surveys were administered. . Firstly, 55 lecturers of in-service education programs across the country were asked about the implementation, problems, and how much they agree with the improvement measures as outlined by the current research. For the second survey, 500 experts, government officials, childcare teachers and directors in the field were asked of their opinions on tentative improvement measures.

The problems childcare teachers and directors identified for current in-service education are as follows:

1) The uniformity of subjects of the in-service education curriculum. Previous studies have pointed out that the in-service education curriculum has problems due to the way it is uniformly arranged, and that it does not take into consideration the directors or teachers' level or duration of work experience, positions, or needs.

2) Time issues and difficulties in using substitute teachers. Childcare teachers do not have sufficient spare time to participate in in-service education due to excessive duties. Considering the fact that the legal work restrictions of an eight hour working day are not followed, in-service education in the evening time is imposing more stress upon childcare teachers.

3) The inaccessibility of in-service education institutes. Most of these institutes are in large cities and childcare teachers working in far geographic regions reported difficulties in being able to attend.

4) The length of time and period of in-service education. There is some validity in the arguments that the hours required for completion of in-service education need to be adjusted to requiring more hours, from the perspective of enhancing teacher's professionalism.

5) Inadequate administration of in-service education. Although the law indicates job training, not promotion, must be completed every 3 years, there is hardly any account taken of this stipulation.

The policy suggestions are as follows:

1) Diversify the contents of in-service education.

There is need to expand the subjects allowed in in-service education. Classes that should be completed in general job training of infants and child education, such as health and nutrition, safety, may be replaced with education programs at childcare information centers. Since greater diversification of in-service education subjects is needed, classes that can enhance teacher's self-esteem and help them become better equipped, such as lectures on humanities, leadership education, and human relations, are suitable for in-service job training in addition to making a class dealing with the topic of the 'Roles and Ethics of Childcare Teachers’ mandatory .

2) Resolving the issues related to the lack of time and accessibility of in-service education institutes.

Firstly, expand on-line in-service education. This will reduce the commuting time and allow education to take place at the desired time, and reducing the difficulties caused by not using substitute teachers through minimizing the hours of their absence. In addition, implementing a system of an in-service education credit saving plan to allow more flexible in-service education to be completed within the statutory period.

3) Building and operating an in-service education management system.

Build an on-line management system that, by using accreditation indicators, notifies local governments when negligent course completion is detected, and take necessary measures that correspond to the level of the violation.