본 연구는 유치원교사를 위해 질 높은 원격연수를 제공하기 위해서 유치원 교사의 원격연수 인식과 실태 및 요구도를 분석하였는데, 그 결과는 다음과 같다. 첫째로 원격연수의 인식 및 실태를 알아보았다. 먼저 원격연수에 대한 관심도는 반 이상이 긍정적인 반응을 보였다. 원격연수 후 좋았던 이유는 편리한 시간과 장소로 나타났고, 좋지 않았던 이유는 많은 시간을 필요로 하기 때문이라고 나타났다. 또한 원격연수의 만족도는 평균이 3.40으로 대부분 만족도가 높은 것으로 나타났다. 둘째로, 원격연수의 요구도를 알아보았다. 원격교육의 내용 중에서 희망하는 과목은 놀이치료, 아동심리, 아동복지, 프로젝트접근법과목이 높게 나타났다. 교사들이 희망하는 연수 시기는 방학 중이며, 적절한 평가방법으로는 온라인 토론 참여도와 과제물 평가방법을 선호하였다. 원격연수의 특전으로는 자격증취득과 학사학위취득, 진학 시 학점인정 순으로 나타났다. 주관식 문항의 원격연수에서 바라는 점이나 개선되어야 할 점으로는 다양한 과목의 개설과 교수자와의 충분한 상호작용, 능력ㆍ수준별 학습지도 등을 요구하였다.
The purpose of this study is, firstly, to investigate the current circumstances of training kindergarten teachers in cyber space in Korea and secondly, to analyze the effects and the needs of kindergarten teachers for the cyber training to provide high quality of the cyber training. For that purpose, the following research questions are posed : First, what are the effects of the cyber training? Second, what are the needs of kindergarten teachers for the cyber training? The findings or outcomes obtains from this study is as follows: First, the reaction to the cyber training is as follows: More than half of teachers are positive about the cyber training. The training center which more teachers attended to is the private center, followed by the public centers of cities and provinces. More people attended work-related curriculum. The advantage of the cyber training is the convenience for time and location. The disadvantage is that teachers have to spent more time to study than the off-line training. The average of the satisfaction of the cyber training is 3.40%, and the result is higher. The teachers more than 92.2% want to attend the cyber training next time. Second, the findings of the needs of kindergarten teachers for the cyber training are the follows : The major request curriculums are Play Therapy and Project Approach, Child Welfare, Children’s Psychology. The most desired period is during the vacation and the preferred method of evaulation on the training is the online discussion and reports. The privileges of the training should to obtain the certification and the licence, the degree. To improve the cyber training, they suggested more curriculums to be opened and frequent interaction with professors. Based on the above findings of this study, the cyber training for kindergarten teachers should be designed and developed by the special features based on the above-mentioned findings. In addition, I expect continued efforts are made for developing higher quality of the cyber training in the various educational contents and methods based on practical experiences.
Ⅰ. 문제의 제기 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논 의 <참고문헌>
