현대사회의 저출산 심화와 여성의 사회활동 참여로 인한 가족 및 가족 구조의 다양화 등으로 이른 시기 어린이집을 경험하는 영유아들이 많아지게 되었으며 또한 영유아들은 영유아의 특성상 하루 대부분을 보육교사와 상호작용하며 생활하게 되었다. 이에 본 연구는 보육의 질에 대한 관심이 높아지고 있는 시점에 보육의 질 향상을 위한 보육의질 관련 변인 중 영유아의 보육의 질에 직접적 영향을 미치는 보육교사의 보육헌신, 행복감, 교사･영유아 상호작용관련 선행연구를 살펴보고 보육교사의 보육헌신과 행복감 및 교사-영유아의 상호작용과 어떠한 상관관계가 있는지 알아보고 분석해 보는데 목적이 있다. 이를 통하여 보육의 질에 기초가 되는 교사･영유아의 상호작용이 긍정적으로 이루어져 보육의 질을 높이고 교사와 영유아가 모두 행복한 보육환경을 만들어 가는데 기초자료로 제공하고자한다.

Teacher quality is a topic of international concern, as it impacts student learning and teacher preparation. This study compared the undergraduate secondary science teacher preparation programs from two universities in Korea with those of Oregon, USA. We examined the programs’ structural curricular coherence, conceptual curricular coherence, and curricular balance. Structural curricular coherence was determined by examining the overarching goals of the institutions’ programs, the organization of the programs of study in terms of meeting those goals, and outside bodies of evidence. All universities were in structural coherence for various reasons. Conceptual curricular coherence was determined by examining students’ perceptions of the connection between their preparation and their clinical practice. In case of Korea, most students from both universities were not satisfied with their practical preparation. In the US, the students from both institutions felt well prepared to transition to inservice teaching. To determine curricular balance, we examined the institutions’ preparation programs looking at the credit hours taken in the four main areas of the teacher knowledge base: GPK (General Pedagogical Knowledge), SMK (Subject Matter Knowledge), PCK (Pedagogical Content Knowledge), and CK (Contextual Knowledge). The total credit hours taken in each category was very similar by country but the application and field component in the USA was far greater than those of Korea where the focus was heavily on SMK and PCK. The main reason for these may be the nations’ licensing and employment processes. Keywords: teacher quality, teacher preparation program, inservice, preservice, curricular coherence

Indonesia is facing a serious problem in education. The problem is reflected in the form of low learning outcomes as shown by low PISA and TIMMS scores compared to other students of PISA and TIMMS participating countries. These results are believed to have correlation with the low quality of teachers. The Teachers and Lectures Law No. 14 Year 2005 requires teachers to be competent by mastering the four teacher competencies, i.e. pedagogical competency, personal competency, social competency, and professional competency. However, only a few are regarded as competent. Since the quality of teachers is the most important factor in improving the quality of education, the Indonesian government held a teacher certification program to increase the quality of education in Indonesia by improving teacher quality, accompanied by the provision of a professional allowance equivalent to one month’s base wage. By 2015 all teachers have been certified and only certified teachers are allowed to teach in Indonesia.

The main focus of the current article is to introduce and apply an evaluation model to an rNSET program for non-native speaking English teachers. The rationale behind why an rNSET program evaluation should make use of a synthesized approach to look at diverse variables from a balanced perspective is provided. While using the model as a guideline, this article explores the way quality drivers in an intensive teacher education program are interconnected to affect program quality. What/why/how the case study foreign teacher educator does needs to be examined through teacher trainees' perceptions and reactions, who better know context variables in their own classrooms. It turned out that the trainer's teaching quality was affected a lso by the socio-cultural variables within and beyond his classroom area. [n addition, it was revealed that discrepancies between stakeholders' beliefs and practices could lower the program quality as well. The article illustrates the process of how quality drivers and context variables affect each other to determine program quality and warrants more attention from ELT evaluators.