본 연구는 예비유아교사의 문학교육인식, 문학적 경험, 문학학습태도, 문학교수효능감이 교수실제에 미치는 영향력을 알아보는 것에 목적이 있다. 이를 위해 충청도에 소재한 전문대학 유아교육과에 재학 중인 210명의 예비유아교사를 대상으로 설문지를 배부하고 회수하여 t검정과 회귀분석을 실시하였다. 연구의 결과는 다음과 같다. 첫째, 예비교사의 문학 관련 경험 및 실습유무에 따른 문학교육인식, 문학적 경험, 문학학습태도, 문학교수효능감은 차이가 있는 것으로 나타났다. 둘째, 예비유아교사의 문학교육 인식, 문학적 경험, 문학학습태도 및 교수효능감이 교수실제에 미치는 영향력의 결과는 교수실제에 영향력이 높은 변인은 문학교수 효능감 이었다. 또한 문학 교수 효능감 중에 가장 높은 변인은 문학교육에 대한 인식 중에 유아문학교육의 방법으로 나타났다.
The purpose of this study is to find out the difference in and the influence of literary education perception, literary experience, literary learning attitude, and literary school efficacy according to the literary-related experiences and practice of pre-service infant teachers. To this end, a questionnaire was distributed and collected to 210 pre-school teachers enrolled in the Department of Early Childhood Education at a junior college located in Chung cheong-do, followed by t-test and regression analysis. The results of the study are as follows. First, it was found that there was a difference in literary education perception, literary experience, literary learning attitude, and literary education efficacy according to the experience and practice related to literature of pre-service teachers. Second, the result of the influence of pre-infant teachers’ perception of literary education, literary experience, literary learning attitude, and teaching efficacy on teaching practice was that the variable that had a high influence on teaching practice was literary professor efficacy. In addition, the highest denominator of the teaching efficacy of literature was found to be the method of early childhood education among the perceptions of literature education.