본 연구는 새로운 지식과 정보가 창출되는 정보화사회에서 교사의 내적동기와 자기주도력의 개발이 예비유아교사교육에서 이루어져야 한다는 필요성에 따라 이를 가능하게 하기 위한 방법으로 디지털 포트폴리오 전략을 제안하고 있다. 이를 위하여 101명의 예비유아교사를 대상으로 실험을 실시하였다. 결과는 다음과 같다. 첫째, 교수학습전략으로 디지털 포트폴리오를 활용한 집단의 자기주도력이 그렇지 않은 집단에 비해 유의미하게 향상되었다. 둘째, 디지털 포트폴리오를 활용한 집단과 일반 포트폴리오를 활용한 집단은 모두 포트폴리오 활용이 가치롭다고 하였으며, 디지털 포트폴리오를 활용한 집단은 일반 포트폴리오를 활용한 집단이 보고하고 있는 자료 저장의 어려움, 자료를 두 번 정리해야 하는 번거로움 등의 불편함을 어느 정도 해결하고 있는 것으로 보인다. 이를 통하여 디지털 포트폴리오는 예비유아교사의 자기주도력 신장에 효과적인 방법임을 알 수 있었다.

The self-efficiency of pre-service early childhood teacher is very important ability in 21st, it helps to get reflective thinking and practical knowledge. Therefore instructors have to provide opportunity to improve self-efficiency of pre-service early childhood teacher. Digital portfolio can be helpful to get it. The purpose of this study is to reveal how the digital portfolio application on self-efficiency of pre-service early childhood teacher. The results are as follows: First, the sum of self-efficiency of portfolio application group is higher than the those of control group. Second, there is no significant difference between the sum of self-efficiency of digital portfolio application group and the those of portfolio application group. Therefore, the results of this study show that digital portfolio application in classes is useful to improve pre-service early childhood teacher's self-efficiency. So, instructors can use the digital portfolio in teaching pre-service teacher, and it is needed to develop more specific methods to apply digital portfolio in their classes.

The self-efficiency of pre-service early childhood teacher is very important ability in 21st, it helps to get reflective thinking and practical knowledge. Therefore instructors have to provide opportunity to improve self-efficiency of pre-service early childhood teacher. Digital portfolio can be helpful to get it. The purpose of this study is to reveal how the digital portfolio application on self-efficiency of pre-service early childhood teacher. The results are as follows: First, the sum of self-efficiency of portfolio application group is higher than the those of control group. Second, there is no significant difference between the sum of self-efficiency of digital portfolio application group and the those of portfolio application group. Therefore, the results of this study show that digital portfolio application in classes is useful to improve pre-service early childhood teacher's self-efficiency. So, instructors can use the digital portfolio in teaching pre-service teacher, and it is needed to develop more specific methods to apply digital portfolio in their classes.

digital portfolio, self-efficiency, perception of portfolio, pre-service early childhood teacher's education