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논문 기본 정보

자료유형
학술저널
저자정보
하수연 (장안대학교)
저널정보
대한아동복지학회 아동복지연구 아동복지연구 제19권 제2호
발행연도
2021.12
수록면
55 - 72 (18page)
DOI
10.35639/daehan.2021.19.2.55

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The purpose of this study was to analyze the interaction effect between the sub-factors of teaching professionalism and the sub-factors of teacher variables and the influence of teacher variables on the perception of professionalism. To this end, a recognition test for teaching professionalism was conducted on 219 early childhood teachers. The main results of this study were as follows. First, the level of professional recognition of early childhood teachers varies according to age and position, regardless of sub-factors such as intellectual skills, professional autonomy, and sense of duty to serve, but there is no difference according to teaching experience. However, there are differences according to academic background and class in charge depending on sub-factors of professional recognition. Second, a teacher's overall professional recognition level and the perception of sub-factors such as professional autonomy and sense of duty are significantly affected by age, and synergy effects were found by educational background, career, class in charge, and position. The results of this study are expected to help in understanding the level of professional recognition of teachers as a teacher variable

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