*유치원 교직 논술을 위한 “유아교육학”

*“논술의 내용” 15점 & “논술의 체계” 5점에 완벽 대비

*유치원 교직 논술 기출문제와 실전문제 수록

*변경된 [응시자 유의사항]에 따른 예시답안

초등과 중등 임용고시는 교직 논술을 위해 ‘교육학’ 이론부터 배웁니다. 그런데 왜 유치원 임용고시는 ‘이론’부터 시작하지 않을까요? 2016학년도까지 총 20점 중 ‘논술의 체계’가 10점, ‘논술의 내용’이 10점으로 배점되었습니다. 그런데 2017학년도부터는 총 20점 중 ‘논술의 체계’가 5점, ‘논술의 내용’이 15점으로 배점됩니다. ‘논술의 체계’보다는 ‘논술의 내용’, 즉 논술의 틀보다는 ‘이론’을 더 중시하겠다는 것을 뜻합니다. 그런데 우리는 왜 아직도 ‘이론’보다 ‘논술의 체계’를 더 중시할까요? “논술의 틀은 알겠는데, 본론이 문제에요. 본론에 무엇을 써야하는지는 모르겠어요.”라는 어느 선생님의 물음에, “본론에 대한 답은 정해져 있답니다. 그리고 그 답은 ‘유아교육’ 이론입니다.”라고 답한 적이 있습니다. 유치원 교직 논술의 출제 범위는 ‘교육학’에서 ‘유아교육학’으로 바뀌었습니다. 그 중에서 유아교사론이 가장 많은 비중을 차지하고, 유아교육개론과 누리과정에서도 출제됩니다.

2019학년도에는 교직 논술이 당락을 좌우했습니다. 교육과정 80점 만점에 70점 이상을 받았음에도 논술 점수 때문에...... 교육과정 80점 만점에 60점 대를 받았음에도 논술 점수 덕분에......

당락을 좌우하는 유치원 교직 논술, 그 기본으로 돌아가고자 합니다. 단순히 논술의 틀이 아닌, 이론에 근거한, ‘논술의 내용’에 근거한 논술의 틀을 잡아가고자 합니다. ‘참’의 노력이, ‘참’의 결과를 만들어 갑니다. 

 Chapter1 | 유치원 교직 논술의 이해 11 

Ⅰ. 응시자 유의사항····················································································································12 

1. [2018학년도] 유치원 교직 논술 <응시자 유의사항>·········································································12 

2. [2019학년도] 유치원 교직 논술 <응시자 유의사항>·········································································13 

Ⅱ. 기출 문제·······························································································································14 

1. 2013학년도········································································································································14 

2. 2013학년도 추가시험························································································································16 

3. 2014학년도·······································································································································18 

4. 2015학년도·······································································································································20 

5. 2016학년도·······································································································································21 

6. 2017학년도·······································································································································22 

7. 2018학년도·······································································································································23 

8. 2019학년도·······································································································································24 

Ⅲ. [2019학년도] 유치원 교직 논술 <답안지>···········································································26 

Chapter2 | 논술의 체계와 작성법 29 

1. 글의 명료성과 타당성, 일관성··········································································································30 

2. 분량과 논리적 체계성·······················································································································30 

3. 원고지 작성법···································································································································32 

Chapter3 | 유아교사론 구조도 37 

1. 유아교사론 구조도1···························································································································38 

2. 유아교사론 구조도2··························································································································38 

3. 유아교사론 구조도3··························································································································39 

Chapter4 | 교육철학 41 

Ⅰ. 길잡이·····································································································································42 

Ⅱ. 이론적 배경····························································································································44 

1. 교육철학············································································································································44 

2. 실존철학과 유아교사························································································································45 

3. 포스트모더니즘과 유아교사··············································································································4 

Ⅲ. 실전 대비·······························································································································49 

1. [교육철학]·········································································································································49 

Ⅳ. 예시 답안·······························································································································52 

1. [교육철학]·········································································································································52 

Chapter5 | 교직관 55 

Ⅰ. 길잡이·····································································································································56 

Ⅱ. 이론적 배경····························································································································60 

1. 교직이 다른 직업과 차별화되는 점···································································································60 

2. 교직관···············································································································································61 

3. 전문성··············································································································································63 

4. 유아교사직의 전문성에 대한 논쟁····································································································65 

5. 유아교사 전문성에 대한 다양한 관점·······························································································66 

6. 유아교사직이 완전히 전문직으로 인정받기 위해서 갖추어야 할 요건·············································68 

7. NAEYC의 교사 전문성 발달을 위한 준거: 교사를 위한 준비, 지식, 기술·······································69 

8. 유아교사의 전문성 확보를 위한 방안·······························································································71 

9. 유아교사의 전문성 발달단계: Fromberg··························································································71 

10. 유아교사의 전문성 증진 방법·········································································································72 

11. 유아교사의 전문성 발달을 위한 시사점: Fromberg········································································74 

12. 유아교직의 전문화를 위한 방향······································································································75 

Ⅲ. 실전 대비·······························································································································76 

1. [교직관 및 전문직관]························································································································76 

Ⅳ. 예시 답안·······························································································································79 

1. [교직관 및 전문직관]························································································································79 

Chapter6 | 교육 신념 81 

Ⅰ. 길잡이·····································································································································82 

Ⅱ. 이론적 배경····························································································································84 

1. 유아교사의 교육 신념·······················································································································84 

2. 유아교사의 자서전 쓰기···················································································································87 

Ⅲ. 실전 대비·······························································································································90 

1. [교육 신념 및 자서전 쓰기]··············································································································90 

Ⅳ. 예시 답안·······························································································································93 

1. [교육 신념 및 자서전 쓰기]··············································································································93 

Chapter7 | 유아교사직의 특성 및 유아교사의 자질 95 

Ⅰ. 길잡이·····································································································································96 

Ⅱ. 이론적 배경····························································································································98 

1. 유아교사직의 특성····························································································································98 

2. 유아교사의 자질·····························································································································100 

Ⅲ. 실전 대비·····························································································································109 

1. [유아교사직의 특성 및 유아교사의 자질]·······················································································109 

Ⅳ. 예시 답안·····························································································································112 

1. [유아교사직의 특성 및 유아교사의 자질]·······················································································112 

Chapter8 | 유아교사의 자질: 자아개념 및 정서 115 

Ⅰ. 길잡이···································································································································116 

Ⅱ. 이론적 배경··························································································································117 

1. 유아교사의 자아개념/유아교사로서의 나의 자질 알아보기·····························································117 

2. 유아교사의 정서·····························································································································120 

3. 유아교사의 효능감··························································································································124 

Ⅲ. 실전 대비·····························································································································127 

1. [유아교사의 자질: 자아개념 및 정서]······························································································127 

Ⅳ. 예시 답안·····························································································································130 

1. [유아교사의 자질: 자아개념 및 정서]·····························································································130 

Chapter9 | 유아교사의 자질: 지식 133 

Ⅰ. 길잡이···································································································································134 

Ⅱ. 이론적 배경··························································································································136 

1. 지식의 성격과 특성·························································································································136 

2. 교사 양성에 필요한 지식················································································································138 

3. 교사 양성에 필요한 지식: 교양 지식·····························································································139 

4. 교사 양성에 필요한 지식: 전공(전문적) 지식·················································································139 

5. 교사 양성에 필요한 지식: 실천적 지식··························································································144 

Ⅲ. 실전 대비·····························································································································146 

1. [유아교사의 자질: 지식]·················································································································146 

Ⅳ. 예시 답안·····························································································································149 

1. [유아교사의 자질: 지식]·················································································································149 

Chapter10 | 유아교사의 자질: 반성적 사고 151 

Ⅰ. 길잡이···································································································································152 

Ⅱ. 이론적 배경··························································································································155 

1. 반성적 사고····································································································································155 

2. 듀이(Dewey): 반성적 사고·············································································································155 

3. 숀(Schon): 반성적 사고의 형태·····································································································157 

4. 킬리온과 토드넴(Killion & Todnem): 반성적 사고의 형태····························································157 

5. 반성적 사고의 과정························································································································158 

6. 반성적 사고의 내용························································································································159 

7. 반 매넌(van Manen): 반성적 사고의 수준····················································································160 

8. Galvez-Martin, Bowman, & Morrison: 반성적 사고 수준 분석 기준··········································161 

9. 반성적 사고의 필요성·····················································································································162 

10. 반성적 사고를 통해 실천적 지식을 발달시키기 위한 방법들·······················································165 

11. 학습 공동체와 반성적 사고를 준비하는 태도················································································169 

12. 양성과정 또는 초임교사들의 ‘반성적 사고’에 대한 견해······························································170 

Ⅲ. 실전 대비·····························································································································171 

1. [유아교사의 자질: 반성적 사고]······································································································171 

2. [2015학년도 유치원 교직 논술]·····································································································174 

Ⅳ. 예시 답안·····························································································································177 

1. [유아교사의 자질: 반성적 사고]······································································································177 

2. [2015학년도 유치원 교직 논술]·····································································································179 

Chapter11 | 유아교사의 인간관계 181 

Ⅰ. 길잡이···································································································································182 

Ⅱ. 이론적 배경··························································································································189 

1. 인간관계 맺기의 기본 요소·············································································································189 

2. 유아교사와 의사소통······················································································································190 

3. 유아교사의 관계형성능력···············································································································195 

4. 유아교사와 인간관계: 학습자와의 관계··························································································198 

5. 유아교사와 인간관계: 부모와의 관계·····························································································200 

6. 유아교사와 인간관계: 동료와의 관계·····························································································210 

7. 유아교사와 인간관계: 지역사회와의 관계·······················································································216 

Ⅲ. 실전 대비·····························································································································218 

1. [유아교사의 인간관계]····················································································································218 

Ⅳ. 예시 답안·····························································································································221 

1. [유아교사의 직무]···························································································································266 

2. [2014학년도 유치원 교직 논술]·····································································································268 

Chapter12 | 유아교사의 역할 223 

Ⅰ. 길잡이···································································································································224 

Ⅱ. 이론적 배경··························································································································228 

1. 역할················································································································································228 

2. 유아교사의 역할·····························································································································229 

3. 캐츠(Katz): 교사의 역할과 어머니의 역할······················································································235 

4. 유아교사의 역할 갈등·····················································································································237 

5. 갈등 해결하기·································································································································240 

Ⅲ. 실전 대비·····························································································································242 

1. [2017학년도 유치원 교직 논술]······································································································242 

Ⅳ. 예시 답안·····························································································································245 

1. [2017학년도 유치원 교직 논술]······································································································245 

Chapter13 | 유아교사의 직무 247 

Ⅰ. 길잡이···································································································································248 

Ⅱ. 이론적 배경··························································································································251 

1. 유아교사의 직무······························································································································251 

2. 유아교사의 일과·····························································································································251 

3. 유아교사의 시간 관리·····················································································································254 

4. 직무만족도와 직무 스트레스··········································································································256 

5. 조직 몰입·······································································································································259 

Ⅲ. 실전 대비·····························································································································260 

1. [유아교사의 직무]···························································································································260 

2. [2014학년도 유치원 교직 논술]·····································································································263 

Ⅳ. 예시 답안·····························································································································266 

1. [유아교사의 직무]···························································································································266 

2. [2014학년도 유치원 교직 논술]·····································································································268 

Chapter14 | 조직과 조직문화 271 

Ⅰ. 길잡이···································································································································272 

Ⅱ. 이론적 배경··························································································································274 

1. 유아교육기관의 조직문화················································································································274 

2. 유아교육기관의 조직적 특성··········································································································274 

3. 조직문화의 기능·····························································································································276 

4. 조직문화의 유형·····························································································································277 

5. 교직문화 개선 방안························································································································278 

Ⅲ. 실전 대비·····························································································································280 

1. [조직과 조직문화]···························································································································280 

2. [2013학년도 유치원 교직 논술 추가시험]······················································································283 

Ⅳ. 예시 답안·····························································································································286 

1. [조직과 조직문화]···························································································································286 

2. [2013학년도 유치원 교직 논술 추가시험]······················································································288