The purpose of this study is to develop the teacher''s professionalism centering on the improvement of teaching ability and reflective thinking through development and application of self-supervision model according to the development stage of early childhood teachers. In order to develop such a self-supervision model, this study constructed a self-supervision model based on literature review and Delphi survey, and verified the appropriateness and validity of six specialists in early childhood education, and then self-supervision model was developed. In order to examine the effect of the self-supervision model, self-supervision was carried out on twelve survivors, adapters, and maturity teachers classified as developmental stages of early childhood teachers.
Research problems are as follows.
1. What is the self-supervision model according to the developmental stages of early childhood teachers?
2. What is the effect of the self-supervision model according to the development stages of early childhood teachers?
The self-supervision model developed in this study consists of three stages: preparation stage, execution stage, and evaluation stage.
First, in the preparation stage, it was revealed that ''setting up goals for self-supervision'', ''designing research projects'', ''analyzing actual conditions and seeking specific self-supervision methods'', ''evaluating self-supervision process and results and setting feedback methods''.
Next, the execution stage consists of the purposes and goals, content, method, and evaluation of self-supervision. First, the purpose of self-supervision is to strengthen the capacity for professional improvement of the company, to strengthen the capacity of teaching infant life, and to promote the belief of the teacher. The goal of the self-supervision of the survivor teachers is adaptation to the teaching profession, that of the adaptive teachers is improvement of the guidance of infant life and teaching and learning ability, and that of the mature teachers is realization of infant-centered class. Second, the content of self-supervision is improvement of classroom management method and administrative work ability in the case of survival teacher, development of guidance and interaction skill in infant life in adapting teacher, and plan and practice of infant-centered curriculum in mature teacher. Third, the methods of self-supervision include public class attendance, attendance at training and lecture, analysis of class video, writing reflective journal, and reading professional books. Fourth, evaluation of the process and result of self-supervision include reflective journal writing, class video analysis, self-reflection through checklist, advice from the director, and teacher.
Finally, in the evaluation stage, ''confirmation of goal of self-supervision that was appeared originally planned'', ''reflection of the whole process of self-supervision'', ''planning of future task'', and ''feedback sharing with peer teachers''.
To investigate the effect of self-supervision model, 12 kindergarten teachers were surveyed over from May to July, 2016 for 10 weeks. Before applying the self-supervision model, 12 teachers used the Flanders linguistic interaction analysis method based on the video of the story-telling time and conducted the pre-proficiency test. After 10 weeks of self-supervision, the post-instructional proficiency test was conducted. Also, based on the reflective journal and focus group interview data, the analysis of reflective thinking level and professionalism change pattern of teachers.
The results of applying the self-supervision model according to the development stages of early childhood teachers are as follows.
First, when we look at the change of teaching ability of teachers, both non-directional language and directional language were used frequently and teacher''s remark was higher than children''s remark. However, the self-supervision experience during 10 weeks shows that teachers who reflect on their own lessons reflect the direction in which the child is leading the teacher''s lecture, leading to more effective linguistic interaction between the teacher and the children I knew.
Second, the change of reflective thinking level of teachers showed that the level of reflection thinking gradually increased from low to high during the early, middle, and late phases of the self-supervision experience of the for 10 weeks in all survivors, adaptors and mature teachers.
Lastly, looking at the changes in the professionalism of teachers, all of the survival period, adaptation period, and mature period teacher gradually develop self-supervision through their own scholarship process, not as a difficult and burdensome process but as a necessary process for developing their own expertise. As a result of analyzing the data of teachers'' professional change in this process, it was found that this model had a positive effect on teaching ability and reflective thinking ability according to the development stages of early childhood teachers.
In summary, the self-supervision model developed according to the developmental stages of early childhood teachers should be based on the internal motivation and spontaneity of the teacher, in order to improve the professionalism of the teacher and to improve the quality of education. Self-supervision refers to the developmental stages of early childhood teachers. When the step-by-step characteristics of teachers are reflected in the needs, challenges and difficulties faced by the step-by-step teachers.