본 연구의 목적은 로봇기반교육에 대한 국내 교사연수의 운영 현황 및 교사의 인식과 요구를 알아봄으로써 R-러닝 교사연수 프로그램 개발을 위한 기초자료를 제시하는 것이다. 국내 교사연수과정에서 R-러닝관련 교사연수 운영현황을 알아보기 위해 전국의 유아교육연수원 16개소와 유아교육진흥원 6개소의 교원연수과정(2009년-2010년), 총75개 강좌를 분석하였고, R-러닝 교사연수에 대한 인식 및 요구를 알아보기 위해 유치원 교사와 교사연수담당자를 대상으로 설문조사와 심층면담을 실시하였다. 그 결과 첫째, 국내 교사연수과정에서 R-러닝관련 연수는 총 75개 강좌 중 29개 강좌에서 ICT활용교육, 동영상 교육 등의 70개 교과목이 개설되었으나 로봇에 관한 직접적인 교육은 ‘로봇활용교육’ 한 과목인 것으로 나타났다. 둘째, R-러닝 교사연수에 대한 유치원 교사의 요구를 분석한 결과, R-러닝에 대한 이론적 이해보다는 로봇의 기능과 콘텐츠에 대한 실기연습, 유치원교육과정내에서의 통합적 운영실제에 대한 교육요구도가 높았다. 또한 운영방법에서는 교육청이 주관하는 R-러닝주제만의 단독연수과정으로 학기 중 평일의 단기집중교육을 요구하였다. 셋째, R-러닝의 활성화를 위한 교사연수의 방향에 대해서 교사와 연수담당자들은 교사의 긍정적인 태도 형성과 실습위주의 교육, 컴퓨터 활용능력에 따른 수준별 교육, 선도그룹 교사들을 중심으로 한 교육, R-러닝의 우수사례 발굴 및 공유에 중점을 두어야 한다고 인식하였다. 본 연구결과를 기초로 R-러닝 교사연수프로그램 개발을 위한 시사점을 제시하였다.

The purpose of this study is to the provide fundamental data of a rationale for developing a Robot (R)- learning teachers' training program in order to revitalize the current robot based education in kindergartens. To this end, researchers analyzed all of the lectures in teachers' training courses in South Korea to understand the current content and conditions of R-learning related teachers' training courses. We conducted a survey as well as in-depth interviews with kindergarten teachers and teacher training program officials in order to fully comprehend their needs and perceptions regarding R-learning teachers' education. Brief results for this study are as follows. First, in South Korea’s teachers' training courses, we found only one training course to be directly related to a robot conducting or applying lessons. Second, analyzing the needs of kindergarten teachers, we found consistent demand for practical experience with the robot’s function and content range combined with working knowledge of its operative impact on kindergarten curriculum. Also, on method of presenting the training, teachers requested that short, intense training periods on week days during the term be provided and managed by the ministry of education as an independent training course covering only R-learning. Third, as to necessary components needed in the R-learning teachers' training course, teachers and training officials alike recognized that building a positive attitude, practice-centered education and education based on one's computer using ability level were paramount. Equally important, the training course should focus on leading teachers, and scout for and share cases exemplifying excellent use of robots in the classroom.

The purpose of this study is to the provide fundamental data of a rationale for developing a Robot (R)- learning teachers' training program in order to revitalize the current robot based education in kindergartens. To this end, researchers analyzed all of the lectures in teachers' training courses in South Korea to understand the current content and conditions of R-learning related teachers' training courses. We conducted a survey as well as in-depth interviews with kindergarten teachers and teacher training program officials in order to fully comprehend their needs and perceptions regarding R-learning teachers' education. Brief results for this study are as follows. First, in South Korea’s teachers' training courses, we found only one training course to be directly related to a robot conducting or applying lessons. Second, analyzing the needs of kindergarten teachers, we found consistent demand for practical experience with the robot’s function and content range combined with working knowledge of its operative impact on kindergarten curriculum. Also, on method of presenting the training, teachers requested that short, intense training periods on week days during the term be provided and managed by the ministry of education as an independent training course covering only R-learning. Third, as to necessary components needed in the R-learning teachers' training course, teachers and training officials alike recognized that building a positive attitude, practice-centered education and education based on one's computer using ability level were paramount. Equally important, the training course should focus on leading teachers, and scout for and share cases exemplifying excellent use of robots in the classroom.

Robot-learning, teacher training program