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The Effects of Self-Determination Perceived by Beginning Teachers and Social Support of Experienced Teachers on the Perception of Professionalism of Beginning Teachers in Team-Teaching Classes in Day Care Centers
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어린이집의 팀티칭 학급에서 초임교사가 인식한 자기결정성과 경력교사의 사회적 지지가 초임교사의 전문성 인식에 미치는 영향

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Type
Academic journal
Author
Jung Won Kang (이태원삼성어린이집) Soo Jung Kim (한남대학교)
Journal
Korean Society for Sutdy of Child Education and Care Korean Journal of Child Education and Care Vol.20 No.3 KCI Candidated Journals
Published
2020.9
Pages
57 - 71 (15page)
DOI
10.21213/kjcec.2020.20.3.57

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The Effects of Self-Determination Perceived by Beginning Teachers and Social Support of Experienced Teachers on the Perception of Professionalism of Beginning Teachers in Team-Teaching Classes in Day Care Centers
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Research history (2)

2020

The Effects of Self-Determination Perceived by Beginning Teachers and Social Support of Experienced Teachers on the Perception of Professionalism of Beginning Teachers in Team-Teaching Classes in Day Care Centers
Jung Won Kang ,  Soo Jung Kim Korean Journal of Child Education and Care 2020.09 Academic journal
The effects of beginning teachers'' self-determination and experienced team-teaching teachers'' support on the professionalism of beginning teachers
강정원 2020.01 Thesis
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Abstract· Keywords

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Objective: This study set out to investigate the effects of self-determination and experienced team-teaching teachers" support perceived by beginning teachers on their awareness of professionalism at daycare centers.
Methods: The participants include 141 beginning teachers providing team-teaching at daycare centers in Seoul, Gyeonggi Province, and Incheon city. An online questionnaire was distributed and collected by mail and email or online questionnaire. Collected data was put to the independent-sample t-test, one-way ANOVA, and Scheffé post hoc test. Multiple regression analysis was conducted to investigate the effects of beginning teachers" self-determination and experienced team-teaching teachers" support on beginning teachers" awareness of professionalism.
Results: First, beginning teachers working at work daycare centers positively recognized their self-determination and experienced team-teaching teachers" support, professional perception of the beginning teachers rather than beginning teachers at public and corporate daycare centers and private and family daycare centers. In addition, if the experience of a experienced team-teaching teacher is low, the beginning teachers are found to be positively aware of the emotional support among the social support of experienced team-teaching teachers. Secondly, controlling for the type of institution currently employed by beginning teachers and the experience of a experienced team-teaching teacher, when beginning teachers had a positive perception of their self-determination and felt that they received much support from the experienced team-teaching teacher in the same class, they tended to have high awareness of their professionalism.
Conclusion/Implications: The findings demonstrate that beginning teachers" self-determination and experienced team-teaching teachers" support perceived by them had effects on their awareness of professionalism at daycare centers.
#팀티칭 #초임교사 #전문성 인식 #자기결정성 #경력교사의 사회적 지지 #beginning teacher #awareness of professionalism #self-determination #team-teaching #experienced teachers support

Contents

Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 결과 및 해석
Ⅳ. 논의 및 결론
참고문헌
Abstract

References (66)

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김명순 / 2015 / 보육교직원의 전문성 향상을 위한 보수교육체계의 다각적 고찰 및 현행체계 진단과 개선방안 / 보육관련 5개 학회 2015 춘계 통합 학술대회 자료집: 보육의 질과 보육 교직원의 전문성 :101~126 google schola 김명순 / 2016 / 어린이집 보육교사의 효능감, 전문성에 대한 인식이 보육과정 수행에 미치는 영향 / 아동학회지 37(2):43~56 dbpia 김세루 / 2009 / 유아교사의 교수효능감과 전문성 인식 및 의사소통능력의 관계 연구 / 유아교육학논집 13(6):5~25 dbpia 김수민 / 2020 / 어린이집 유형에 따른 보육교사의 기본심리욕구 충족이 직무열의에 미치는 영향 google schola 김수정 / 2018 / 보육교사들의 질 높은 교사-영유아 간 상호작용 수행을 위한 반성적 사고 경험에 관한 연구 / 생애학회지 8(3):51~73 dbpia

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UCI(KEPA) : I410-ECN-0101-2020-338-001279899