초록 열기/닫기 버튼
목적 본 연구에서는 유아의 수학적 의사소통을 촉진하는 교사의 행위로서의 유아교사의 수학화 상호작용에 주목하여 유아교사의수학화 상호작용에 대한 창의성과 놀이교수효능감의 영향력을 살펴보고, 창의성과 수학화 상호작용간의 관계를 놀이교수효능감이매개하는지 여부를 밝히고자 한다. 방법 서울, 경기, 인천 등 수도권 소재 어린이집 및 유치원 재직 중인 만 3, 4, 5세반 담임교사 302명을 임의로 표집하여 질문지를통한 연구를 실시하였다. 자료분석은 편상관분석, Baron과 Kenny(1986)의 회귀분석을 활용한 매개효과검증 및 Sobel test를한 뒤 IBM SPSS Statistics WIN 21.0을 이용하여 분석하였다. 결과 첫째, 유아교사의 수학화 상호작용은 창의성과 놀이교수효능감 모두에 유의한 정적 상관을 나타냈다. 이는 유아교사의 빈번한수학화 상호작용은 창의성 및 놀이교수효능감과 관련있음을 의미한다. 둘째, 유아교사의 창의성과 수학화 상호작용 간의 관계에 대한 놀이교수효능감의 매개효과는 통계적으로 유의하였다. 이러한 결과는 유아교사의 창의성과 수학화 상호작용 사이에서 놀이교수효능감이 부분 매개 역할을 하였고 이는 유아교사의 창의성이 놀이교수효능감을 향상시켜 향상된 놀이교수효능감이 수학화 상호작용을 높이는 의미 있는 경로임을 말해준다. 결론 유아교사의 수학화 상호작용을 높이기 위해서는 창의성과 놀이교수효능감이 필요한데, 유아교사의 창의성이 놀이교수효능감을 통해 수학적 상호작용을 예측한다. 본 연구는 관찰을 통해서만 측정되었던 유아교사의 수학화 상호작용을 교사의 자기보고로 간편하게 측정하였던 점과 현직 유아교사를 대상으로 창의성과 놀이교수효능감을 통해 수학화 상호작용을 예측해보는 시도를 했다는점에서 의미가 있다.
Objectives Early childhood teachers are obliged to facilitate children's mathematical communication through the mathematizing interaction between children and teacher. The purpose of this study was to review the effects of early childhood teachers' creativity and play teaching efficacy on their mathematizing interaction, and thereby, analyze the mediating effects of the early childhood teachers' play teaching efficacy on the relation between pearly early childhood teachers' creativity and their mathematizing interaction. Methods For this purpose, the researcher accidentally sampled 302 teachers of 3-year-old, 4-year-old and 5-year-old classes of childcare centers and kindergartens in the capital areas: Seoul, Gyeonggi-do and Incheon. The teachers were subject to a questionnaire survey. The data collected were processed using the IBM SPSS Statistics WIN 21.0 program for partial correlation analysis, mediation effect test using Baron and Kenny's (1986) and Sobel test. Results The results of this study can be summed up as follows; First, it was found that subjects' mathematizing interaction was positively correlated with their creativity and play teaching efficacy, which implies that early childhood teachers' mathematizing interactions may well be related with their creativity and play teaching efficacy. Secondly, the mediating effects of play teaching efficacy on the relation between subjects' creativity and mathematizing interaction were partially and statistically significant, which suggests that early childhood teachers' creativity would serve to enhance their play teaching efficacy, and therefore, that their improved play teaching efficacy would well serve to enhance their mathematizing interaction. Conclusions In order to enhance early childhood teachers' mathematizing interaction, their creativity and play teaching efficacy are required. Hence, their creativity predicts their mathematizing interaction through their play teaching efficacy. This study may well be useful in that early childhood teachers' mathematizing interaction has been measured not through observation but through their self-report, and in that the current early childhood teachers' mathematizing interaction was predicted through their creativity and play teaching efficacy.
키워드열기/닫기 버튼
Mathematizing Interaction, Creativity, Play Teaching Efficacy, Early Childhood Teachers
