본 연구는 이야기나누기 수업절차모형을 개발 및 적용하여 유치원과 어린이집 유아교사에 대한 임상장학 효과를 파악하기 위한 목적으로 이루어 졌다. 연구결과 첫째, 이야기나누기 수업절차모형을 적용한 임상장학 집단 유아교사들은 통제집단 유아교사들에 비하여 이야기나누기 수업활동 능력이 향상되었다. 둘째, 이야기나누기 수업절차모형의 적용 효과는 5년 미만의 유아교사들에 비하여 5년 이상의 경력을 소유한 유아교사들에게서 더 높게 나타났다. 셋째, 이야기나누기 수업절차모형의 적용 효과는 2-3년제 전문대학을 졸업한 교사들과 4년제 대학교 이상을 졸업한 교사들 사이에는 통계적으로 유의미한 차이가 없었다.

The purpose of this study was to develop a Story-telling Instructional Process Model and to find its application effect. To achieve the study goal, research questions were established according to teacher`s variables(group, educational background, and teaching experience). To verify the study problems, 32 teachers of 6 early childhood educational institution located in Seoul and Gyeonggi-do were selected and divided into clinical supervision group and control group. A Story-telling Instructional Process Model(SIP　Model) composed of planning, execution & development, and an evaluation was developed by the researcher. Clinical supervision group teachers were given 8 sessions of story-telling lessons appling SIP Model by the researcher for the period of 8 weeks, about 3hours each session. Teachers of control group were given a story-telling lesson according to their own ordinary curriculum. To verify the application effect of a SIP Model, measuring tool was developed. The measuring tool was `story-telling lesson activity evaluation table` for a teacher. In an analysis of all the study results, t-test and one way variance analysis were conducted using SPSS 10.0 program for Window. The results obtained are as follows: First, teachers of the clinical supervision group who conducted a lesson by applying a SIP Model improved in their story-telling lesson ability higher than the control group teachers who conducted a story-telling lesson according to ordinary curriculum. Second, in an application effect of a SIP Model indicated in the clinical supervision group, teachers having more than 5 years` teaching career showed higher improvement than teachers having less than 5 years` career. Third, there was no difference between teachers who graduated from 2-3 year system college and teachers who graduated from 4 year university in application effects of a SIP Model.