A Study on Current Situation of Professional Quality of Preschool Inclusive Education Teachers of Henan Province in China = 중국 허난성 취학 전 융합교육 교사의 전문소양 현황에 관한 연구

국문 초록 (Abstract)

본 연구의 목적은 중국 허난성의 취학 전 융합교육 교사의 전문적 소양 현황을 전면적으로 이해할 수 있도록 자료를 제공하여 취학 전 융합교육 교사의 전문적 소양 향상을 하도록 한다. 즉, 교사의 전문적 소양의 평균점수와 인구학적 변수의 차이점이 있으면 문제점이 있으므로 취학 전 유아 융합교육 교사의 전문 소양에 영향을 미치는 변인을 찾고 전문 소양 향상을 위한 제안을 하고자 한다. 본 연구의 방법은 정량적 연구로 진행하였다. 중국 허난성의 106개 융합교육 시범유치원에서 교사 총 430명의 융합학급 교사를 연구 대상으로 하였다. 신뢰성이 좋은 《허난성 취학 전 융합교육 교사 전문소양 설문지》를 사용하여 정식 테스트를 진행하였다. SPSS 26.0 통계분석 소프트웨어를 사용하여 데이터 분석을 수행하였다. 기술적 통계, one-way ANOVA, 독립표본 t 검증(independent-samples t-test) 등을 통해 교사의 전문성 현황을 이해하는 연구를 하였다. 공식적 시험 결과로는 허난성 취학 전 유아 융합교육 교사의 전문적 소양 전체 평균점수는 4점 이상 (M=4.069, SD=.069) 이었다. 각 차원별 점수 차이가 있었는데, 전공 의식 및 도덕성(M=4.408, SD=.582); 전문지식(M=3.734, SD=.856); 전문능력(M=4.128, SD=.630)에 차이가 있었다. 본 연구의 결과는 인구통계학적 요인을 자기 변수로 하여 one-way ANOVA 또는 독립표본 t 검사를 실시하였는데, 그 결과 4가지 배경 변수가 교사의 전문적 소양 수준에 현저한 영향을 미치는 것으로 나타났다. 교육연령(전문지식, F=3.096, p<.05); 직함(전문지식 F=3.333, p<.05; 전문능력 F=3.129, p<.05); 전문과정 학습(전문지식 F=3.755, p<.001; 전문능력 F=2.340, p<.05); 유치원급(전문능력 F=3.471, p<.05)로 나타났다. 본 연구를 통해 다음과 같은 결론을 얻었다. 현재 허난성의 취학 전 융합교육 교사의 전문적 소양은 평균적으로 수준이 양호하였으나, 그러나 전문지식 차원에서는 시급히 개선을 요하는 낮은 점수를 받았다. 교사의 4가지 변수인, 나이(age), 직책, 전공수업 참여 여부와 유치원급 등 4가지 변수는 교사의 전문적 소양에 현저한 영향을 미치는 요소로 나타났다. 전문적 소양에 영향을 주는 4개의 변수가 요소이므로, 허난성의 취학 전 융합 교육 교사의 전문적인 소양 수준을 4개의 변수로 개선시킬 수 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this research is to get comprehensive understanding about the current professional quality of preschool inclusive education teachers in Henan Province of China. According to the overall score of professional quality of teachers and the differences in demographic variables, finding the problems exists and proposing suggestions to improve the professional of preschool inclusive education teachers. In this research, the method quantitative research was adopted, the research subjects include 430 teachers (144 pre-test objects and 286 formal-test objects) of inclusive classes in 106 inclusive education pilot kindergartens in Henan Province. “The professional quality questionnaire of preschool inclusive education teachers in Henan Province” with good reliability and validity was used for formal testing. SPSS 26.0 Statistical Analysis Software was applied for data analysis, and research on the current situation of professional quality of the teachers was performed utilizing descriptive statistics, one-way analysis of variance, and independent-samples t-test. The formal test results showed that the overall score of professional quality of preschool inclusive education teachers in Henan Province was higher than 4 points (M=4.069, SD=.605), which had differences in the scores of each dimension, including: Professional perception and ethics (M=4.408, SD=.582); Professional knowledge (M=3.734, SD=.856); Professional competence (M=4.128, SD=.630). The results of one-way ANOVA or independent sample t-test with demographic factors as independent variables showed that there were four background variables with a significant difference in the professional quality level of the teachers: Teaching age (Professional knowledge F=3.096, p<.05); Professional title (Professional Knowledge) F=3.333, p＜.05; Professional competence (F=3.129, p＜.05); Professional course learning (Professional knowledge) F=3.755, p<.001; Professional competence (F=2.340, p＜.05); Kindergarten level (Professional competence F=3.471, p<.05). The results showed that the professional quality of preschool inclusive education teachers in Henan Province had a good overall level, but a low score in the dimension of professional knowledge, which needs further improvement. In the four variables of teaching, age, professional title, whether to participate in professional curriculum learning, and the kindergarten level, there were significant differences in professional quality of the teachers. Therefore, the professional quality level of preschool inclusive education teachers in Henan Province can be improved from this.

목차 (Table of Contents)

• Ⅰ. Introduction Ⅱ. Theoretical Background Ⅲ. Research Methods Ⅳ. Research Results Ⅴ. Conclusions and Suggestions

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