본 연구는 온라인 예비유아교사교육에서 교수학습방법으로 포트폴리오를 활용한 것의 효과를 밝히고자 하는 것을 연구목적으로 하였다. 효과는 온라인교육에서의 자기주도력, 상호작용을 분석하여 알아보았다. 연구결과 첫째, 온라인교육에서 포트폴리오를 활용하는 것은 예비유아교사의 자기주도력증진에 긍정적인 영향을 미치는 것으로 나타났다. 온라인교육에서 포트폴리오를 활용한 집단이 그렇지 않은 집단보다 자기주도력의 변화량 총점에서 유의미하게 더 높은 점수를 얻은 것으로 나타났다(t=2.17, p<.05). 둘째, 온라인교육에서 포트폴리오를 활용이 상호작용에 미치는 영향을 알아보았다. 온라인교육에서 포트폴리오를 활용하는 것은 학습자와 교수자 상호작용(t=2.75, p<.01), 학습자와 학습자 상호작용(t=2.82, p<.01), 학습자와 학습자료 상호작용(t=2.81, p<.01)과 상호작용 총점(t=3.47, p<.01)에서 모두 유의미하게 실험집단에서 더 많이 발생했던 것으로 나타났다. 따라서 온라인교육에서 포트폴리오를 활용하는 것은 예비유아교사의 자기주도력과 상호작용 증진에 효과적임을 알 수 있다.

The purpose of this study is to find out the effect of portfolio method in pedagogy in online pre-service early childhood teacher education. The study was processed through the analysis of students' self-efficiency, interactivity in online education. The result of the study is summarized as below. First, utilizing portfolio in online education brings a positive effect on the improvement of self-efficiency. The group utilizing portfolio recorded meaningful higher total score than the group not utilizing portfolio in the change of self-efficiency(t=2.17, p<.05). Second, the effect of utilizing portfolio on interactivity in online education was studied. Utilization of portfolio in online education has recorded meaningful higher scores in the interactivity of learner and instructor(t=2.75, p<.01), learner and learner(t=2.82, p<.01), learner and education materials(t=2.81, p<.01), and also in total(t=3.47, p<.01). Therefore, it was evident that the utilization of portfolio was very useful in improvement of interactivity for pre-service early childhood teachers under education. Suggestions for further study are as below. First, studies are necessary in the respect of general procedures and/or methodology in applying portfolio in online education. Second, various types of portfolio should be developed to accomodate different characters of learners. Third, the role of instructor needs to be studies. Fourth, there is need to study learner variance. Fifth, development of online education environments should be in line with individual course's characteristic.

The purpose of this study is to find out the effect of portfolio method in pedagogy in online pre-service early childhood teacher education. The study was processed through the analysis of students' self-efficiency, interactivity in online education. The result of the study is summarized as below. First, utilizing portfolio in online education brings a positive effect on the improvement of self-efficiency. The group utilizing portfolio recorded meaningful higher total score than the group not utilizing portfolio in the change of self-efficiency(t=2.17, p<.05). Second, the effect of utilizing portfolio on interactivity in online education was studied. Utilization of portfolio in online education has recorded meaningful higher scores in the interactivity of learner and instructor(t=2.75, p<.01), learner and learner(t=2.82, p<.01), learner and education materials(t=2.81, p<.01), and also in total(t=3.47, p<.01). Therefore, it was evident that the utilization of portfolio was very useful in improvement of interactivity for pre-service early childhood teachers under education. Suggestions for further study are as below. First, studies are necessary in the respect of general procedures and/or methodology in applying portfolio in online education. Second, various types of portfolio should be developed to accomodate different characters of learners. Third, the role of instructor needs to be studies. Fourth, there is need to study learner variance. Fifth, development of online education environments should be in line with individual course's characteristic.

에비유아교사교육(pre-service kindergarten teacher), 포트폴리오(portfolio), 자기주도력(self-efficiency), 상호작용(interactivity)