지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study was designed to analyze the differences in pre-service teachers' awareness of role expectations of their supervisors and role performance. Data were collected from seniors in the Department of Early Childhood Education at D University in Gyeonggi Province, and an SPSS/WIN statistical program 15.0 was used to test the collected data to estimate reliability, frequency, percentage, mean, and standard deviation, and to carry out t-tests, one-way ANOVA, and simple correlation analysis. As a result, first, the score for role expectation before the students began their supervised teaching was higher than for those who had already taught. Second, there were statistically significant differences in the researcher, teaching activity supervision, student teacher evaluation, role of practical supervision, and the entire role performance in terms of role expectation before supervised teaching; role performance differed statistically significantly in terms of growth opportunity provision; and role expectation differed statistically significantly in terms of the role of practical supervision based on the type of kindergarten where teaching took place. Third, as for the differences in role expectation before supervised teaching and role performance after teaching in kindergartens where pre-service early childhood education teachers practiced teaching, role expectation before teaching differed statistically significantly in terms of the role of practical supervision. Fourth, the higher role expectation student teachers had before supervised teaching, the lower awareness of role performance they had after teaching. Therefore, this study would be significant by suggesting the reason why supervisors should systematically plan supervision in consideration of role expectation before pre-service teachers start to practice teaching; and why pre-service teachers make thorough preparation for supervised teaching and have a chance to make reflective thinking sufficiently before they have excessive expectations of teaching.
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참고문헌 (25)
참고문헌 신청
Bae, S. H. / 2009 / Teaching Efficacy and Job Satisfaction by Teachers' Sense of Happiness / 석사 / Donga University
Denise, L. C. / 1999 / How can we better train our student teacher / English Journal 88 : 17 ~ 21
Goh, Y. M. / 2009 / Awareness of E-Mentoring between Supervisors and Student Teachers for Early Childhood Education Supervision / Research on Children's Media 8 (2) : 197 ~ 2
Gyeonggi Provincial Office of Education / 2013 / Manual evaluation committee for kindergarten assessment
Han, M, K. / 2009 / The Factors Forming Trust of Supervisors for Teaching at Kindergartens among Pre-Service Early Childhood Education Teachers / Research on Open Early Child
Denise, L. C. / 1999 / How can we better train our student teacher / English Journal 88 : 17 ~ 21
Goh, Y. M. / 2009 / Awareness of E-Mentoring between Supervisors and Student Teachers for Early Childhood Education Supervision / Research on Children's Media 8 (2) : 197 ~ 2
Gyeonggi Provincial Office of Education / 2013 / Manual evaluation committee for kindergarten assessment
Han, M, K. / 2009 / The Factors Forming Trust of Supervisors for Teaching at Kindergartens among Pre-Service Early Childhood Education Teachers / Research on Open Early Child
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