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http://dx.doi.org/10.5762/KAIS.2011.12.12.5578

An Effects of Student-teaching in Kindergarten through Educational Diary on Pre-service Teacher Efficacy, Teacher's Educational Belief and Organizational Health  

Kim, Jong-Han (Department of Early Childhood Education, JoongBu University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.12, no.12, 2011 , pp. 5578-5587 More about this Journal
Abstract
The purpose of this study is to confirm how keeping a educational diary in which no feedback is given in the teaching practice in kindergartens affects a teacher efficacy and the educational belief of preschool teachers-to-be as well as the organizational health of kindergartens to practice according to the way teachers feel. With this aim, the study aimed at 34 seniors at the Department of Early Childhood Education in the four-year college in Chungnam. The study conducted this experiment using the nonequivalent control group pretest-posttest design, and carried out a $x^2$ analysis and a t-test according to the data. Concerning the research results, first, keeping a educational diary of teaching practice affirmatively affected a teacher efficacy. Second, it did not significantly affect a teacher's educational belief. Third, it did not significantly affect the organizational health of the kindergarten to practice according to the ways teachers-to-be feel. This study is meaningful in that keeping a reflective journal in which feedback by a guidance teacher for practice becomes the basic proposition may be replaced with the keeping of a diary of practice at the level of practicality. This means that a teacher's sense of efficacy may improve simply by keeping a educational diary of teaching practice without feedback by a guidance teacher.
Keywords
Teaching practice; Educational diary; Teacher efficacy; Educational belief; Organizational Health;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
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