1Euiwangbugok Elementary School 2Department of Early Childhood Education, Mokwon University
Corresponding Author:
Eun Joo Baik ,Tel: +82-42-829-7384 , Email: ejbaik@mokwon.ac.kr
Received: April 9, 2010; Revised: May 7, 2010 Accepted: September 2, 2010.
ABSTRACT
The purpose of this study was to examine the effects of mentoring on the professional development of kindergarten teachers. The subjects in this study were 60 teachers in two affiliated kindergartens that belonged to the offices of education of two areas in Gyeonggi Province. The findings of the study were as follows: First, there was a significant difference in overall professional development between the experimental group that participated in mentoring and the control group that didn't. Second, there was a significant gap between the experimental group and the control group in knowledge-skill development, self-understanding development, and ecological development. Thus, mentoring was shown to have a positive effect on the professional development of the kindergarten teachers.
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