본 연구의 목적은 3주기 전문대학 교원양성기관평가 중 유아교육과의 평가 결과를 분석하 여 4주기 평가를 위한 개선 방안을 도출하는 것이다. 이를 위해 평가결과에 영향을 미치는 평 가지표는 무엇이며, 소재지, 양성규모, 평가연도와 같은 배경 특성에 따라 평가지표별로 평균 차이가 있는지 분석하였다. 분석결과, 평가결과에 유의한 영향을 미치는 지표는 교육여건영역 의 전공과목 전임교원 확보율, 전임교원 1인당 연구실적, 전임교원의 학교현장 이해 프로그램 참여 비율 등과 교육과정영역의 교직이론 강좌당 학생 수, 강의평가 결과 활용, 수업만족도, 그리고 성과영역의 국?공?사립학교 교원임용률, 재학생 만족도, 재학생 충원률 등이었다. 다음 으로, 배경 특성에 따른 지표별 평균 차이를 분석한 결과 교육여건영역의 전임교원 담당 강의 시수 비율, 등록금 대비 장학금 비율에서 비수도권에 있는 유아교육과의 평균이 유의하게 높 은 반면, 성과영역에서의 중도탈락 학생비율과 국?공?사립학교 교원임용률에서는 수도권의 유 아교육과 평균이 높았다. 그리고 교육여건영역의 전임교원 1인당 연구실적, 교육비 환원율에서 만 80명 미만의 유아교육과 평균이 유의하게 높았다. 한편, 교육여건 영역의 전공과목 전임교 원 확보율, 교직과목 전임교원확보율 등과 성과영역의 예비교사 수업수행능력, 졸업생 현직교 사 만족도에서는 2014년에 평가를 받은 유아교육과의 평균이 유의하게 높았으나, 교육과정영 역에서의 학교현장교육실습 지도 활동 실적과 성과영역의 국?공?사립학교 교원임용률에서는 2013년에 평가를 받은 유아교육과의 평균이 높았다. 이상의 분석 결과를 토대로 교육과정 영역을 강화한 평가, 전임교원과 지원인력에 대한 확 보의 지속성 및 활동의 충실성에 대한 평가, 성과 영역의 지표에 대한 지역 차이 고려, 전문대 학 특성에 부합하는 평가지표 개발 등을 제언하였다.
Purpose of this study is to analyze evaluation result of early childhood education department out of the results on the third phase national evaluation for teacher education course in college and to draw an improvement plan for the fourth phase evaluation. For this, an analysis was made on which evaluation indicators had influence on evaluation result of early childhood education department and whether there existed average differences per evaluation indicator pursuant to characteristics of the early childhood education department (location, size of training, and evaluation year). According to the result of analysis, following indicators showed significant effects on evaluation results; 10 out of 14 indicators (rate of securing faculty for major, per capita research output of faculty, school field of faculty, and etc) in educational administration field; 3 out of 11 indicators (number of students per lecture of teaching profession theory, utilization of lecture evaluation result, and the degree of satisfaction with class) in curriculum field; and, 5 out of 6 indicators (teacher appointment rate at public and private schools, the degree of students satisfaction, rate of students filling, and etc) in educational outcome field. Next, according to the result of analysis on average differences per indicator pursuant to characteristics of the department, it was found that the average of early childhood education department in non-capital region was meaningfully high in the rate of the lectures number of full-time teachers in educational administration field and the rate of scholarship compared to tuition, but the average of early childhood education department in capital region was meaningfully high in the student wastage rates in educational outcome field and the teacher appointment rate at public and private schools. And, the average of early childhood education department with less than 80 students was meaningfully high in the per capita research output of faculty and the educational restitution rate. Finally, the 2014 evaluation on average of early childhood education department with respect to securing faculty rate in the educational administration field and securing faculty rate in the teaching profession subject was meaningfully higher than the 2013 evaluation; and, the 2013 evaluation on school field training guidance activity record was meaningfully higher than the 2014 evaluation in the curriculum field, Meantime, the 2014 evaluation on average of early childhood education department was meaningfully high as for preliminary teacher's class performance ability in educational outcome field and satisfaction rate of graduates who currently hold teaching posts, but the 2013 evaluation on average of early childhood education department was higher as for teacher appointment rate at public and private schools. Based on the analysis result as above, the study suggested following measures; first, evaluation to strengthen curriculum field; second, evaluation on continuity of securing faculty and support manpower as well as faithfulness of activities; third, reflection of regional difference in outcome field; and fourth, development of evaluation indicator complying with characteristics of college.
Ⅰ. 서 론 Ⅱ. 선행문헌 분석 및 3주기 전문대학 교원양성기관 평가지표의 특징 Ⅲ. 연구방법 Ⅳ. 분석 결과 Ⅴ. 논의 및 결론 참 고 문 헌
