본 연구에서는 유아교원개발평가 시행에 앞서 현재 유치원 현장에서 이루어지고 있는 교원평가의 형태를 정확하게 파악하고 앞으로 시행될 유아교원능력개발평가에 대한 교원의 인식을 알아보고자 하 였다. 이를 위해 현재 공사립유치원에 재직 중인 교원 198명을 대상으로 설문조사하였다. 본 연구 결 과는 다음과 같다. 첫째, 국공립유치원의 대부분의 교원들은 자체 교원평가를 실시하고 있다고 응답한 반면, 사립유치원 교원의 과반수이상은 교원평가에 대한 경험이 없다고 응답하였다. 평가를 실시하는 경우, 교원평가 방법으로는 교사 협의회를 통해 시행하며, 평가도구로는 자체 평가 도구를 사용하고 있었다. 뿐만 아니라 교원평가는 학기마다 실시한다는 응답이 가장 높게 나타났다. 둘째, 앞으로 시행 될 유아교원능력개발평가에 대한 인식은 공사립교원 모두 낮은 것으로 나타난 반면, 그 필요성에 대해 서는 과반수이상의 참여자가 필요하다고 응답하였다. 다음으로 유아교원능력개발평가의 평가자에 대한 질문에는 과반수이상의 참여자가 원장, 원감, 동료교사로 이루어진 자체평가단이 적합하다고 응답하였 으며, 적합한 평가자로는 원장, 동료교사 순으로 나타났다. 평가방법에 있어서는 과반수이상의 참여자 가 유아교원만을 위한 평가방법이 필요하다고 응답하였고 평가내용으로는 교수-학습방법, 교육과정설 계 및 실행, 평가 및 활용 등이 포함되어야 한다고 답변하였다. 유아교원능력개발평가의 결과활용에 대해 과반수이상의 참여자가 교사의 전문성 신장을 위해 활용되어야 한다고 인식하였고, 마지막으로 평가결과는 본인에게만 공개해야 한다는 의견이 과반수이상을 차지하는 것으로 나타났다. 이상과 같은 연구 결과는 현재까지 이루어졌던 교원평가의 실태와 보완점을 살펴보는 기회가 되며 앞으로 시행될 유아교원능력개발평가의 나아가야 할 바람직한 방향을 밝히는데 긍정적인 영향을 줄 것으로 사료된다.
Prior to the implementation of Early Childhood Teacher Evaluation for Professional Development, this study aimed to accurately understand the form of teacher evaluation currently occurring in kindergartens and the teachers' recognition of Early Childhood Teacher Evaluation for Professional Development. For this, the survey was done for 198 teachers who are currently working for public and private kindergartens. The study results are like below. First, most of the teachers working for national public kindergartens answered that Early Childhood Teacher Evaluation for Professional Development was conducted on its own. On the other hand, more than half of the teachers working for private kindergartens answered that they had no experience of the teacher evaluation. In case of having the evaluation, the Teacher Association was selected as the method of teacher evaluation and the self evaluation tools were used. Moreover, the answer of having the teacher evaluation in every semester was the most. Second, all the public and private teachers' recognition of Early Childhood Teacher Evaluation for Professional Development which would be inforced was low while more than half of the participants answered that it would be necessary to have the Early Childhood Teacher Evaluation for Professional Development. Next, for the question about the appraisers for Early Childhood Teacher Evaluation for Professional Development, more than half of the participants answered that its own evaluating team which was comprised of a director, a vice director and colleague teachers would be suitable as a director and colleague teachers were shown to be suitable appraisers respectively. For the evaluation methods, more than half of the participants recognized that it would be needed to have the evaluation methods only for early childhood teachers. As contents which should be included in Early Childhood Teacher Evaluation for Professional Development, it was recognized that teaching-studying methods, education curriculum design & practice and evaluation & use should be included. Then for the use of the results of Early Childhood Teacher Evaluation for Professional Development, more than half of the participants answered that the results should be used for the improvement of teachers' expertise while the opinion that the results should be only open to the person him/herself was more than half of the answers. The study results like above become the opportunity to understand the current status of the teacher evaluation and its problems needed to be supplemented as giving positive effect on showing the desirable directions to the future Childhood Teacher Evaluation for Professional Development.
I. 서론 Ⅱ. 연구방법 Ⅲ. 결과 및 해석 Ⅴ. 논의 및 결론 참 고 문 헌
