본 연구는 전문적 자질을 갖춘 유아교사를 양성하는데 있어서 교육실습이 매우 중요한 요인이라 보고, 전문대학 유아교육과에서 교육실습이 어떻게 실시되고 있는지의 현황을 파악하여 어떠한 문제점을 가지고 있는지를 알아봄으로서, 전문대학 특성에 적절한 교육실습 프로그램을 개발하는데 기초자료로서 활용하고자 한다. 이를 위해 전국 62개 전문대학 유아교육과의 실습담당교수(혹은 학과장)를 대상으로 현재 진행되고 있는 교육실습프로그램의 현황을 조사하였다. 연구결과, 교육실습 프로그램의 단계와 내용, 기간, 시행학기 등이 매우 다양하였으며, 대학과 실습유치원, 혹은 대학과 실습생과의 연계가 활발하게 이루어지고 있지 않는 것으로 나타났다. 따라서, 현재 전문대학의 다양한 제반 여건을 고려하여, 이론적인 토대 하에 교육실습 프로그램을 체계적으로 재구성해야 할 필요가 있음을 시사한다.

The purpose of this study was to survey the actual conditions of student teaching in 62 colleges of early childhood education, and to suggest ways of improving the student teaching program. The result showed that comprehensive teacher preparation is required for the success of the student teaching program. Therefore, a systematic and consistent system of cooperation regarding student teaching should be established between the college and the kindergarten. Futhermore, roles of cooperative teachers and college advisers were found to be important. Therefore, the model for student teaching must be further developed to incorporate the quality of cooperating teachers. On the basis of the findings, teacher educators should understand the importance of several factors in field experience such as duration, time, and the quality of cooperating teachers.

The purpose of this study was to survey the actual conditions of student teaching in 62 colleges of early childhood education, and to suggest ways of improving the student teaching program. The result showed that comprehensive teacher preparation is required for the success of the student teaching program. Therefore, a systematic and consistent system of cooperation regarding student teaching should be established between the college and the kindergarten. Futhermore, roles of cooperative teachers and college advisers were found to be important. Therefore, the model for student teaching must be further developed to incorporate the quality of cooperating teachers. On the basis of the findings, teacher educators should understand the importance of several factors in field experience such as duration, time, and the quality of cooperating teachers.

pre student-teaching,regular student-teaching, post student-teaching, supervisory conference