경남지역 사립유치원교사의 내적요인에 따른 R-러닝 교수효능감 분석

Abstract

This study was to know Robot-learning Teaching Efficacy According to the internal variables of Private Kindergarten in Kyungnam. The subjects of this study were 291 the private kindergarten teachers. Data relative to these conditions were collected and analyzed using the SPSS WIN 14.0 program. The results of this study can be summarized as follows. First, there were not significant difference on R-learning teaching efficacy according to careers. Second, there were significant difference on R-learning teaching efficacy according to teacher’s education. ‘Highly educated group’ was higher than the group of ‘low educated group’. Third, there were significant difference on R-learning teaching efficacy according to R-learning experiences. The group of ‘having R-learning experiences’ was higher than the group of ‘did not have R-learning experiences’. Fourth, there were significant difference on R-learning teaching efficacy according to teacher training. The group of ‘having R-learning training’ was higher than the group of ‘did not have R-learning training’. These results are expected to be the basic data of Private kindergarten teachers training plan and experience for R-learning