敎育大學生의 敎職態度 變化를 위한 카운셀링課程의 構案과 實驗 : 敎師知覺開發과 關聯하여 = A Study on the Counseling Programme for Changing of Teaching Professional Attitudes

다국어 초록 (Multilingual Abstract)

The aim of this study is to work out the counseling programme for Changing of teaching professional attitude, intended to fit up a rule of its application to our teachers college students, to put it to practical test for them, and to identify to what degree the programme can exert virtually significant influence on the changes of their teacher's perceptual adequacy systems, teaching professional attitudes and general self concepts as an undertake of veryfying its effectiveness. which is an object of our current concern in the light of teacher training in the school situation.
Alongside this study serves the purpose for suggesting the sheer necessity over the programme by finding out the status quo of teacher's perceptual adequacy systems teaching professional attitudes, and self-concepts of teachers college students producing a gloomy long-range outlook.
The problems to be made clear in this study are as follows:
1. Can the teacher's perceptual adequacy system be deservedly improved by the coun seling programme for teaching professional attitudes change (TPAC) under the focus of this study?
1-a. Can the counseling programme for TPAC bring about significant variation difference between both the experimental group and control group?
1-b. Can the counseling programme for TPAC also bring about significant variation difference between both the upper group (members with higher positive perceptual adequacy in their scores) and lower group (members with more poor negative perceptual adequacy) at the same time particularly even to the negative group?
2. Does the counseling programme for TPAC have sizable relations with the teaching professional attitude changes?
2-a. Do the teacher's perceptual adequacy systems have significantly positive correlations with the teaching professional attitude changes through the medium of the counseling programme?
2-b. Does the counseling programme for TPAC bring about significant variation differences to the teaching professional attitudes between the groups?
3. Does the counseling programme for TPAC likewise have significant relations with the general self-concept changes?
3-a. Does the self-concept changes have significant correlations with the teacher's preceptual adequacy systems as developed to suit the study for the counseling programme for TPADC?
3-b, Does the counseling programme for TPAC bring about significant variation differences to the general self-concepts between the groups?
4. Under what state are the teacher's perceptual adequacy systems, teaching professional attitudes, and self-concepts of teachers college students in which we are interested as a situation for education?
In order to clarify the above problems, 72 students (36 women and 36 men) who are receiving teacher training at Chongju Teachers college, were sampled at random, and they were arranged into two sub-group experimental group and control group (each 36 persons) on the scores of Choi Jong-Hun's Perceptual Orientation Tests.
The experimental group was administered the counseling programme for TPAC and the training programme as devised by the research founded on the theoretical principles and models relevant to this study over the 16 hours in all during one month.
The outlines of the programme are designed as follows:
Programme I : Self-involvement in the programme.
1) Self-approach to the teaching profession.
2) Introduction of the course.
3) Decision of participating in the programme.
4) Administration of pre-tests.
Programme 2 : Principles of perceptual psychology
1) Grasping of the meaning of teacher's perception and teaching professional attitude.
2) Understanding of the importance of teacher's perception.
3) Formation and changeability of teacher's perception.
4) Relationship of teacher's efficiency and teacher's perceptual adequacy systems.
Programme 3 : Confirmation of the problems.
1) My problems in the selection of teaching profession
2) Searching out the causes in the conflicting problems.
Programme 4 : Relevant information-analysis.
1) Analysis of life-space
* analysis of teaching profession and self
* analysis of societal realities and cultural value view
* case-analysis and scope-enlargement of cues.
2) New understanding of teaching profession and self.
* understanding of teaching profession
* understanding of one self
* understanding of the re1ationship between teacher's perception and socio-cultural value
3) Approach to the positive teacher's perception.
* self-introspection and its result-analysis
* successful teacher's perceptual adequacy systems
* Acquirement and practice of teacher's perception
Programme 5 : Self-determination
1) My determination as a teaching staff and ground-presentation
2) Detecting difficulties expected of teaching profession
Programme 6 : Future behavior schemes.
1) Life creed.
2) My future life planning.
3) Working out of the way for riding out dilemma.
Programme 7 : Supporting the promotion of reference group.
1) My own professional attitude to teacher. 5
2) Scheme for promoting "we-feelingness".
3) Evaluation on the overall programme.
4) Administration of post-tests.
As for the measurement tools used, tile teacher's perceptual orientation tests. teacher's perceptual adequacy tests, teaching professional attitude tests and self-concept tests were given to the two same groups twice for the pre-tests and post-tests.
The collected data were manuplated separatedly with the statistical methods, such as Pearson's level of significance and covariance analysis regarding the variation differences to get evidences available for the study.
The results made clear here are shown as follows:
1. The counseling programme for TPAC yielded a high percentage of significant variation differences (F=164 18 P<.005) in the teacher's perceptual adequacy sys tems between both the experimental group and control group, and simultaneously yielded significant variation differences (F=172, P<.01) among the higher scored group and lower scored group on the teacher's perceptual adequacy tests in line with the reseachr's expectation.
2. The variations of the teacher's perceptual adequacy systems had significantly positive correlation with those of the teaching professional attitudes (r=49, P<.01), and the teaching professional attitudes had significant variation difference between the experimental group and control group (F=127.63, P<.005).
3. The variations of the teacher's perceptual adequacy systems had also significantly positive correlation (r=.43, P<.01) with those of the general self-concepts, and there were striking variation differences between both the experimental group and control group (F=114.99, P<.005).
4. As regards to the post tests the perceptual orientation tests showed a great proportion of negative tendency at the 3 percent level of M=173.2 far below the 215 points of 50 percent level, the teaching professional attitudes showed a some measure of negative tendency computed at M=25.1 less than 30 points of the negative limit, and the self-concept tests also showed negative tendency, remaining to be at the 39 percent livel of M=275.8 heavily below the 303 points of 50 percent level in terms of the standard of nation-wide college students.
On the basis of the findings listed above, the conclusions can be drawn as follows:
1. The adapted counseling programme for TPAC, as testified so far in this study, can escalate the possibility of altering teachers perceptual adequacy systems favorable toward the educational sector, and the programme can also allow bright prospect for shifting teachers perceptual adequacy systems either from the negative or close to negative, particularly even the less positive systems to the more positive ones.
2. The counseling programme for TPADC can exercise considerable influence on the changes of teaching professional attitudes, and general self-concept owned by the teachers college students in the targeted direction desired of the teaching profession soon to be engaged in.
3. To great amazement, the current trends of the would-be teacher student's teachers perceptual adequacy systems, teaching professional attitudes, general self-concepts have taken turn-downed swing to the negative ones, which are now at high stake for Korean education.
The materials related to the study as conducted in the context of the counseling programme still are not sufficient enough to be completed, and there leave much to be desired for making up for the shortfall of the study or many questions remain to be further more investigated ranging over the overall gamut of this study processes.
However, if such rooms for improvement are permitted, it is confirmed that the counseling programme for TPAC can prop up it selfectiveness, and the programme can facilitate to change from the negative to be more positive teachers perceptual adequacy systems, teaching professional attitudes and self concepts to be borne by the efficient and prospectful teachers.
It is believed that this study will supply a host of pertinent suggestions and data and be conducive to the teacher education in pre-service teacher training as well as in in-service teacher training in view of the dearth of techniques useful for the counseling like it.
To sum up, it is held true that this study will entai1 still mores work for consummating the follow-up study concerning such a counseling programme for teaching professional attitude changes and at the same time polishing the programme for TPAC to he used in the teacher education.

목차 (Table of Contents)

• Ⅰ. 問題의 提起
• Ⅱ. 理論 및 槪念模型
• A. 知覺心理學의 原理
• 1. 敎師知覺體系에 대한 知覺心理學的 觀點
• 2. 成功的敎師의 知覺的體系
• B. 敎職態度의 槪念模型
• C. 敎職態度變化의 變化可能性
• D. 敎職態度變化을 위한 카운셀링模型
• Ⅲ. 課程의 構成
• 1. 理論的 前提
• 2. 카운셀링 模型
• Ⅳ. 課程의 實驗
• A. 標集
• B. 測定道具 및 資料蒐集
• C. 實驗節次
• D. 資料處理
• Ⅴ. 結論 및 論議
• A. 結果 및 解釋
• B. 論議
• Ⅵ. 要約 및 結論
• 參考文獻
• 英文抄錄
• 附錄
• 表1. 敎職態度의 槪念模型
• 表2. 實驗集團과 統制集團의 事前 知覺向性檢査 點數의 比較
• 表3. 事前-事後 敎職態度檢査의 內容別問項數
• 表4. 集團別 事前-事後 敎師知覺檢査 點數의 平均値와 標準偏差
• 表5. 集團間全體 및 要因別 敎師知覺 檢査點數의 變化差의 共變量分析
• 表6. 敎師知覺體系의 上·下集團間의 敎師知覺點數의 變化差의 共變量分析
• 表7. 實驗集團의 事後敎師知覺點數와 敎職態度點數와의 相關係數의 意義度
• 表8. 集團別 事前-事後 敎職態度點數의 平均値와 標準偏差
• 表9. 集團間 敎職態度의 變化差의 共變量分析
• 表10. 實驗集團의 事後敎師知覺點數와의 一般自我槪念點數의 相關係數의 意義度
• 表11. 集團別 事前-事後 一般自我槪念 點數의 편均과 標準偏差
• 表12. 集團間 一般自我槪念點數의 變化差의 共變量分析
• 表13. 敎育大學生의 敎師知覺體系, 敎職態度, 一般自我槪念의 實態
• 表14. 男女間의 敎師知覺體系 敎職態度 一般自我槪念의 平均差의 意義度