본 연구는 예비유아교사의 발문 능력 향상을 위한 프로그램을 구성하여 적용한 후, 나타나는 변화를 알아봄으로써 예비유아교사의 발문 능력 향상에 도움을 줄 수 있는 교사교육의 방안을 제시하는 데에 그 목적이 있다. 프로그램 구성을 위해 예비유아교사들이 느끼는 발문에 대한 어려움과 요구를 조사하고 발문 및 교사교육 관련 문헌을 고찰하였으며 예비시행 후 평가 내용을 바탕으로 최종 프로그램을 구성하였다. 발문프로그램을 교육한 결과, 예비유아교사들은 도입단계에서 수업내용과 관련 있는 발문을 체계적으로 하였고 전개단계에서 유아의 반응을 활용하거나, 유아로 하여금 사고 후 반응하도록 발문하였으며 마무리단계에서는 수업내용을 확장하거나 생활에 적용하도록 발문하였다.

The purpose of this study to develop a questioning program aimed at improving early childhood pre-service teacher questioning. To this end, the study examined the difficulties involved in questioning and the current requirements of pre-service teacher questioning. Literature reviews of questioning and in-service early childhood teacher education were conducted. The characteristics of the developed program are: 1) The specific educational contents in the program recognize the teacher`s role, are based on knowledge of children`s development, and are organized into a concrete teaching plan. 2) The program emphasizes pre-service teachers` in questioning 3) It encourages pre-service teachers to investigate and observe teachers as they pose questions in the classroom. After pre-service teachers participated in the questioning program, the following changes in questioning were noted: 1) The pre-service teachers used relevant systematic questions in their introduction of a topic,/concept etc. 2) Their questions were then formulated to correspond and take in the responses give n by the students 3) Their questions were open-ended and required their young students to think 4) Their lesson concluding questions engaged the children in extending and applying concepts learned to their surrounding and daily life.