본 연구는 전미유아교육협회를 비롯한 최근 연구와 보고서에서 제시한 지식기반 사회에서 4년제 예비유아교사 양성프로그램이 갖추어야 할 교육과정의 구성요소를 중심으로 교사양성교육과정의 평가기준을 분석하여 정리하고 이를 기초로 우리나라 교사양성 교육과정이 고려해야할 미래지향적 방향을 제시하고자 하였다. 이를 위해, 국내외 연구자들에 의해 이루어진 유아교사가 갖추어야할 지식기반 및 자질을 중심으로 제시한 양성교육과정의 구성요소들을 분석하였으며, 최근 제시된 우리나라 유아교사양성교육과정의 현황 연구를 분석하였다. 연구 결과, 유아교사양성교육과정의 평가기준으로 사회문화적 관점의 반영, 유아의 가족과 지역사회에 대한 이해, 문화적 다양성에 대한 이해, 다른 전문가와의 협력관계 형성, 반성적사고의 증진을 도모할 수 있는 교육과정이 되어야 할 것으로 보고 이를 유아교사교육과정의 평가기준으로 제시하였다. 이러한 기준에서 우리나라 유아교사교육과정의 현황을 분석한 결과에 따라 보완해야할 미래지향적 방향으로 범 사회학적 시각에 기초한 다문화교육과 실행연구자로서의 교사 양성을 위한 교육과정을 제안하였고 그와 더불어 현장 실습의 실질적이며 체계적인 개선과 반성적 사고능력의 증진을 통한 교직윤리의 강화를 제안하였다.

The purpose of this study is to examine curriculum standards for early childhood professional preparation programs at the baccalaureate level and to provide challenges for the curriculum in preparing the next generation of Korean early child educators. This study reviewed and analyzed the current research studies and reports about what constitutes critical knowledge base of early childhood teacher preparation curriculum and what are the current state of Korean early childhood teacher preparation curriculum. The findings suggest that early childhood teacher preparation curriculum needs to provide knowledge and skills in constructing social and political views of early childhood education, understanding children's families and communities , understanding children's cultural diversity, building partnerships with other professionals, and improving reflective thinking. The analysis of the current state of Korean early childhood teacher preparation curriculum suggests that Korean teacher preparation programs need to provide multicultural education and action research curriculum, develop more systematic and practical field experiences and student teaching, and uphold professional ethical standards through reflective thinking practices, in order for preservice teachers to have knowledge bases and competences for the twenty-first century.

The purpose of this study is to examine curriculum standards for early childhood professional preparation programs at the baccalaureate level and to provide challenges for the curriculum in preparing the next generation of Korean early child educators. This study reviewed and analyzed the current research studies and reports about what constitutes critical knowledge base of early childhood teacher preparation curriculum and what are the current state of Korean early childhood teacher preparation curriculum. The findings suggest that early childhood teacher preparation curriculum needs to provide knowledge and skills in constructing social and political views of early childhood education, understanding children's families and communities , understanding children's cultural diversity, building partnerships with other professionals, and improving reflective thinking. The analysis of the current state of Korean early childhood teacher preparation curriculum suggests that Korean teacher preparation programs need to provide multicultural education and action research curriculum, develop more systematic and practical field experiences and student teaching, and uphold professional ethical standards through reflective thinking practices, in order for preservice teachers to have knowledge bases and competences for the twenty-first century.

early childhood preservice teacher, evaluation on teacher education program, early childhood education