earticle

영어

Korea has a dualized training program and qualification system for kindergarten and childcare teachers, and there are limits to the provision of the same quality of education and childcare services. In this dualized system, the question of qualitative differences between teachers will be constantly raised. Therefore, in order to reorganize the unified teacher training system with integrated childcare, it is necessary to develop it by referring to Japanese cases. Japan has prepared a special five-year system regarding the third type of teachers, a childcare teacher qualification. The special exception for childcare teachers is that the “Partial Amendment to the Education License Act Enforcement Regulations” was promulgated and enforced on August 8, 2013, and it was implemented for five years from between April 2015 and March 2020. This is a mitigation measure that allows you to become a “nursery teacher” if you have either a “kindergarten teacher license” or “nursery teacher qualification”. In this study, focusing on the training programs for Japanese kindergarten and nursery teachers, we will examine the characteristics of the third type of teacher training teacher training program and the special exception system. We suggested 5 points for the reorganization of the teacher training system that was centralized toward. First, it is necessary to reorganize the subjects centering on the duties and core abilities of the infant teacher to supplement the subjects related to the teacher's responsibilities and sound humanity development that is the basis of professional ethics. Secondly, it is necessary to cultivate the aptitude and humanity required for the teaching profession, a firm view of the teaching profession and vocational consciousness, and the specialization related to the teaching profession such as attitude by the subject of the pedagogical field. Thirdly, since the ability to carry out lessons, class management ability, parental counseling ability, leadership ability, etc. that can successfully carry out educational activities by utilizing knowledge are cultivated by educational training, educational training in the field of education is a compulsory subject. Do you need to Fourth, integration between departments responsible for early childhood education policy needs to be achieved to be the best policy for early childhood. Fifth, it is necessary to develop departments related to teacher policy.

한국어

우리나라는 유치원교사와 보육교사의 양성과정 및 자격체계가 이원화되어 있어 동질의 교육ㆍ보육 서비스를 제공하는데 한계가 있는 실정이며 현행 이원화된 상황에서는 교사 간 질적 차이 문제는 꾸준히 제기될 것이다. 따라서 유보통합을 대비하는 일원화된 교사 양성체제 개편을 위해 일본의 사례를 참고하여 발전시킬 필요가 있다. 일본은 제3의 교사 형태인 보육교유(保育敎諭) 자격에 관한 5년간의 특례제도를 마련하였다. 보육교유(保育敎 諭) 특례는 ｢교육면허법시행규칙의 일부개정안｣이 2013년 8월 8일에 공포되어 시행된 것 으로서 2015년 4월경부터 2020년 3월까지 5년간은 ‘유치원교유면허’ 또는 ‘보육사자격’ 중 하나를 가지고 있으면 ‘보육교유’가 될 수 있도록 하는 경감조치이다. 본 연구는 일본의 유치원교사 및 보육사 양성과정을 살펴보고, 이를 바탕으로 제3의 교사형태인 보육교유 (保育敎諭) 양성과정 및 특례제도의 특징을 살펴봄으로써, 앞으로 우리나라의 유보통합을 대비하는 일원화된 교사양성체제 개편에 대한 시사점을 제안하였다.