어린이집 초임교사의 초기적응지도 실태 및 인식과 지원을 위한 멘토링 운영 탐색 (Exploration of the State and Awareness of Early Adjustment Guidance among Beginning Teachers at Educare Centers and Their Needs for Mentoring Support)

서지정보

· 발행기관 : 한국영유아보육학회
· 수록지 정보 : 한국영유아보육학 / 79호 / 23 ~ 43페이지
· 저자명 : 고희선, 이은하, 박희경

초록

본 연구는 어린이집 초임교사의 초기적응지도에 관한 실태 및 인식을 알아보고 지원방안으로 멘토링 운영방식에 관한 요구를 살펴보았다. 연구는 부산지역 어린이집에 근무하는 초임교사 211명을 대상으로 설문지를 통해 자료를 수집하였다. 연구결과, 첫째, 어린이집 초임교사의 85.3%가 초기적응지도를 실시하였고, 62.6%가 단계별로 서서히 진행하였으나 시간 및 인력부족으로 실시하지 못하는 경우도 있었다. 둘째, 초기적응을 돕는 요인으로 영유아의 생육사와 기질에 관한 정보가 가장 많았으며, 부모와의 애착형성실패는 방해요인으로 가장 큰 변수였다. 셋째, 어린이집 초임교사는 초기적응지도를 위한 멘토링이 1학기에 2-3회, 협의중심으로, 외부전문가에 의해 실시되어야 한다고 요구하였다.

영어초록

The purpose of this study was to examine the state of early adjustment guidance among beginning teachers at educare centers, their awareness of it and their needs for mentoring as a means of support in an effort to explore how to back up these teachers in terms of early adjustment guidance. The subjects in this study were 211 beginning teachers at educare centers in Busan, on whom a survey was conducted to gather data. The findings of the study were as follows: First, 85.3% of the beginning educare teachers offered early adjustment guidance, and 62.6% gradually did that by stages. Some didn't offer it due to time constraints and shortage of manpower. Second, the beginning educare teachers believed that information on the raising history and temperament of infants, toddlers and preschoolers should be taken into account the most, and they regarded failure of parent-child attachment formation as an obstacle. Specifically, they thought that interest-oriented educare environments should be improved first of all. Third, the beginning educare teachers requested that discussion-centered mentoring on early adjustment guidance should be provided two or three times during a semester by outside experts. The findings of the study suggest the necessity of mentoring support as a way to facilitate the early adjustment guidance of beginning educare teachers.

참고자료

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