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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국아동학회 아동학회지 아동학회지 제31권 제6호
발행연도
2010.12
수록면
135 - 151 (17page)

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The purpose of this study was to analyze the relationship between teachers` beliefs and instructional activities in regards to the DAP (Developmentally Appropriate Practice) of Korean and Chinese early childhood teachers. A number of both teacher variables and classroom environment variables were also examined. One hundred and ninety three Korean early childhood teachers and 385 Chinese early childhood teachers responded to the Teacher Questionnaire as issued. The results of this study were as follows. First, Korean early childhood teachers showed higher scores in terms of teachers` beliefs about DAP than DIP (Developmentally Inappropriate Practice). Chinese early childhood teachers showed higher scores for teachers` beliefs about DIP. Second, Korean teachers` scores in terms of instructional activities for DAP showed differences depending on the degree of teaching experience and the teachers` age, and the scores for instructional activities related to DIP did not show any differences in any of the teacher variables. On the other band, Chinese teachers exhibited different scores for the instructional activities for both DAP and DIP, again depending on the amount of teaching experience, the teachers’ ages, and the ages of the children they taught. Third, a relationship between teachers’ beliefs and instructional activities for DAP was found to be in evidence in Korea, but not in China.

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UCI(KEPA) : I410-ECN-0101-2017-598-002095621