earticle

영어

an effort to improve the quality of child care services, policy-makers and child care workforce have strived to figure out which issues or strategies have the most priorities and feasibility in order to enhance the professionalism of child care teachers. This study aimed to deeply investigate the legislation and status of child care teachers qualification and training requirements, specifically through the concept of professionalism. The exploratory research gathered the opinions of child care professionals-college professors and instructors of child care teacher training centers, through two-step Delphi study questionnaires for the 108 child care professional personnel. It compared their agreements and disagreements concerning the impending issues of teachers’ education, qualifications, and salary/working conditions of teachers, and also identified the legal and societal factors pertaining to the pre- and in-service training requirements and processes, supply and demand of child care teachers, in order to improve the quality of child care services. The results have shown that the highest figure of necessity concerning the teacher education was on the department-based education system (4.61/5.0 point scale), increase of required subjects over 35 credits(4.39), and the evaluations on the CDA training centers(4.39). Also the differentiated enforcement of required work experiences and time requirement according to the educations and qualifications of teachers, especially in becoming center director and promoting with first-class teacher qualification. The betterment of salary and working conditions of child care teachers were consistently high in the figures of necessity ratings. Comparatively the recognition of feasibility for the prolonged field practicum(3.30) and the abolishment of CDA child care teacher training center(3.54), were low compared to the recognition of necessity for those improvement. The most feasible issues were the application of common standardized education curriculum(3.88) for all child care teacher credentials, the increase in the required credits(3.77), and the intensification of field practicum process(3.72). Secondly, the feasibility of introduction of national qualification examination and the on-the-job-training for the entering teachers were low due to the non-converging division of opinions among professional respondents. Specifically the improvement of working conditions and the betterment of salaries were very high in the necessity ratings of professional respondents, but low in the feasibility ratings, presumably due to the redundant failures or neglect of the policy implementation with reasons of lacking in financial budget. Nevertheless the child care experts' opinions for the child care teacher professionalism have converged on the two main themes through two-step Delphi questionnaires: (1) the education and credentials of child care teachers, and (2) the salaries and working conditions. This study implies the policy implementation for the professionalism of child care workforce has shared common strategies and steps with priorities. They are (1) the intensification of teacher education curriculum and the acquisition process of higher teacher qualification such as director and first class credentials, and (2) the improvement of working conditions with 8 hours working a day, and raised salaries applying the extra-hours benefits.

한국어

연구는 시설장을 포함한 보육교사의 전문성 제고를 위하여 도입되어야 할 정책적 방안들을 검토하여 그 필요성과 현실적 시행 가능 정도를 평가하고, 타당한 근거에 따라 우선적으로 추진이 필요한 실행 방안을 모색하고자 하였다. 이를 위하여 대학 및 보육교사교육원 교수직 전문가 108명을 대상으로 델파이 조사를 실시하였다. 델파이 조사는 자문회의 등에서 제기된 전문성 증진 방안들을 제시하고 이에 대해 동의하는 정도를 표하는 방식으로 2차까지 진행되었다. 조사의 결과에 의하면, 전문성 제고와 관련한 네 가지 측면에서 다음과 같은 방안들이 가장 우선적으로 필요하고 현실화 가능성도 큰 것으로 나타났다. 즉, 보육교사 양성과 관련해서 자격취득요건으로는 학점이수제보다는 일정 학과 출신자로 제한하는 방안, 보육교사 승급 요건에서 학력에 따른 승급 요구 경력을 차별화하는 방안, 보육시설장 자격의 요건으로서 자격취득 전 직무교육 필수 이수 방안, 보육교사 처우 개선이라는 측면에서 급여 수준 인상 및 휴가사용을 보장하는 방안 등이 우선 개선안으로 동의되었다.