유아과학교육을 위한 교사교육연구동향

초록

This study analyzed the general research trends of teacher training in early childhood science education. In this study, 43 early childhood science education articles from theses and 8 Korean academic journals, categorizing each article according to research method, purpose of teacher training, approach method of teacher training and teaching strategy were examined. It also examined by era and target. The followings are the result of this study. First, in terms of research type, the majority of study method used were qualitative study in both preservice and inservice teacher's studies. In collecting data, the methods of content analysis in qualitative study and test methods in quantitative study were most frequently used. Second, we analyzed the object of the teacher training. Consequently, the studies of teaching skills were mostly done with inservice teachers while perceiving of science education were researched with preservice teachers. Examining the changes each year, there were tendency of different areas, scientific knowledge, teaching skills, perceiving and attitude of science education, increasing and being studied together. Third, the total number of 21 approaches were found resulting from the analysis of teacher training approaches. Constructive approach, inquiry-based approach, reflective approach, concept mapping approach were used in both study of preservice teacher and inservice teacher. Fourth, as a result of analyzing the teaching strategies in the teacher training, it showed 27 diverse research method in total generally 5-6 teaching strategies were used together in a study. The strategies widely used now are Self-reflection journal writing, consulting and discussion, a lecture, case study since rapid increase in 2000.

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