초록 열기/닫기 버튼
본 연구의 목적은 유아교사의 경제교육 학습경험이 유아교사의 경제이해력에 어떠한 영향을 미치는지 알아보는 것이다. 연구대상은 경남지역 G시와 T시의 유아교사 210명이었다. 연구방법은 검사지를 활용한 조사방법이며 연구도구는 전국 초·중·고등학생 경제이해도 조사의 문항을 기초로 수정 및 보완하여 총 20문제로 구성하였다. 분석방법은 빈도분석, 신뢰도분석, t검증을 하였다. 분석결과는 첫째, 유아교사의 경제이해력은 전반적으로 낮은 수준으로 나타났다. 둘째, 유아교사양성과정에서 경제교육 학습경험이 있는 유아교사가 그렇지 않은 유아교사보다 경제이해력이 더 높은 것으로 나타났다. 셋째, 현직에서 교사교육에 참여한 경험이 있는유아교사가 그렇지 않은 유아교사보다 경제이해력이 더 높은 것으로 나타났다. 이는 교사양성과정이나 현직 교사교육이 유아교사의 경제이해력을 향상시킬 수 있기에 교사양성과정과 교육현장에서 경제교육을 더욱 강화되어야 할 것이다.
The purpose of this study was to examine the economic literacy of early childhood teachers. The subjects of study were 210 early childhood teachers who were working in G city and T city, Gyeongsangnam-do. The research method in an investigation method using a test paper and the research tool was composed of a total of 20 questions by revising and supplementing the items of the elementary, middle, and high school student economic understanding survey. The analysis method were frequency analysis, reliability analysis and a t-test using SPSS Statistic Program 21.0. The results of this study were as follows. First, Early childhood teachers’ economic understanding was generally low. Second, It showed the early Childhood Teachers with Learning Experiences for economic education in early Childhood pre-service teacher training courses had higher economic Literacy than those who did not participate. Third, It showed the early Childhood Teachers with Learning Experiences for economic education in early Childhood in-service teacher education had higher economic Literacy levels than those who did not partake. In conclusion, re-service early childhood teacher training courses and in-service early childhood teacher’ education improve economic literacy. so economic education should be a core component in the re-service early childhood teacher training courses and wider educational field.
키워드열기/닫기 버튼
economic education, learning experience, teacher education, economic literacy
