earticle

영어

The results of this study is as the following: 1)Regarding structure of Montesori education, many teachers recognized that there were more ratio of Montesori material work than theoretical contents ratio such as pedagogy general theory, Montesori material theory, teaching profession theory etc, and teachers also recognized that material work contents were more useful to field application than material theory contents. Regarding subjects such as management method of free choice activities, manufacturing of instructional media, principles of daily activity and management, method of child observation, child-teacher interaction method, parents education, and kindergarten environment structure etc, it was recognized that teachers did nat receive enough education, and it was shown that most of the teachers requested systematic and specific education. 2)Instructional method which is being used most in Montesori teacher education now is the one-sided lecture type concentrating on text, and it was indicated that its effect was not so high. On the other hand, it was shown that instructional method demanded mostly by teachers was as "field experience type" in which they can participate directly and graft theory and facts. 3)It was shown that presently teachers received education mostly from "International Montesori teacher-qualified instructor". Understanding level regarding education field was recognized as not so high, but it was recognized that specialty regarding education-charged field as comparatively high. Instructor demanded by many teachers was shown as "International Montesori teacher-qualified professor".

한국어

본 연구는 몬테소리 교사양성교육에 대한 교사의 인식 및 요구를 분석하여 교사교육 현장에 도입가능한 교사교육 모형을 제안하는 것에 그 목적이 있다． 이러한 목적에 따라 몬테소리 교사교육내용， 교사교육방법 및 교사교육 여건 과 제도에 대한 의견을 유아교사 400명에게 설문지를 실시하여 조사하였다． 연구결과， 현행 몬테소리 교사교육 내용은 교사들의 요구를 수용하지 못하고 있는 것으로 나타났다． 교사교육방법면에서는 강사에 의한 일방적 전달 강의식이 가장 많이 사용되고 있고 각 교과목에 대한 평가가 적절하게 이루어지지 않고 있다고 교사들은 인식하고 있었다． 교사교육 여건 및 제도에 있어서 는 교육시기와 시간， 교육장소나 강사의 자격면에서 교사들의 요구를 적절하게 수용하지 못하는 것으로 나타났다．