• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.165-176
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• 2019

Objective: The purpose of this study is to develop a measure of the Early Childhood Teacher's Guidance Efficacy Scale based on guidance and teacher-efficacy theory. Methods: This subjects were 243 teachers in Seoul and Gyeonggi-do. Results: An exploratory factor analysis was conducted on the data collected of 4 factors, namely, guidance efficacy for problem behavior, children understanding, home-connected, basic life habits. In addition, there are significant positive correlations between the sub-area score and the overall in the early childhood teacher's guidance efficacy scale(r = .26 ~ .72, p < .001). Internal consistency and split-half reliability of each sub scale were reasonably accept. Conclusion/Implications: 'The guidance efficacy scale for early childhood teachers' developed in this study is an appropriate tool. Therefore, the developed scale can become a useful tool to measure the overall guidance efficacy level of early childhood teachers.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.16 no.6
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• pp.217-223
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• 2016

The purpose of this study is to investigate the predictability of variables among technology easy to use, perceived usefulness, and technostress that had impacts on kindergarten preservice teachers' technology intention to use. For this study, the survey data collected by 64 students who were enrolled in the kindergarten preservice teacher education were analysed by using multiple regression analysis. The results of this study showed as follows. First, technology easy to use significantly affected perceived usefulness. Second, technology easy to use negatively affected technostress. Third, perceived usefulness significantly affected technology intention to use while technostress negatively affected it. From this results, it is revealed that various technology training opportunities would be provided for improving preservice teachers' technology intention to use and lessing preservice teachers' technostress. Furthermore, effective teaching-learning strategies for utilizing technology as an educational media should be developed in the early childhood educational environment.

• Journal of the Korea Society of Computer and Information
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• v.27 no.8
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• pp.263-269
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• 2022

This study is to propose a FOCUS Teaching & Learning model to educate pre-service early childhood teachers and in the era of convergence and integration and the Fourth Industrial Revolution. In an era where the use of digital technology is maximized due to COVID-19, boundaries of each fields are blurred and convergence is emphasized, a teaching and learning model is needed to strengthen capabilities of freshmen at colleges that train specialists. This study proposes ways to vitalize ICT education in early childhood education and proposes an integrated teaching and learning model. Through this model, pre-service early childhood teachers will be able to enhance their digital capabilities and contribute to the field of early childhood education by producing video content, activities and teaching aids to be provided to early childhood education institutions. In addition, the model can be applied to areas other than early childhood education to improve digital capabilities through video production and utilization.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.217-227
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• 2018

The objective of this study is to analyze the effects of music lesson applying the blended learning-based STEAM education on the musical knowledge and STEAM literacy of pre-service kindergarten teachers. After conducting a pre-test on the musical knowledge and STEAM literacy targeting 20 students(3rd year) of early childhood music lesson in Dept. of Early Childhood Education of C University in O Metropolitan City and 19 students(3rd year) of early childhood music lesson in Dept. of Early Childhood Education of D University in B Metropolitan City, the effectiveness of the pre - post test design was verified. In the results of study, the experimental group with music lesson applying the blended learning-based STEAM education showed significantly improved results in all the areas of musical knowledge and convergence, creativity, and communication out of STEAM literacy than the control group with general music lesson. Such results of this study imply that music lesson applying the blended learning-based STEAM education could be usefully used as a teaching/learning method to improve musical knowledge and STEAM literacy of pre-service kindergarten teachers in university education site in the future.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.77-83
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• 2023

This study aimed to analyze the personality of 141 pre-service early childhood teachers who will be in charge of the quality of education in the early childhood curriculum and to verify the differences in the career resilience according to the personality types. Career resilirnce, which measures the ability to cope with various problems and create ideas according to the work environment, was judged to be a very important factor for teacher-child interaction and successful operation of the early childhood curriculum. The results of the study showed that, among personality types, in the case of extraversion and conscientiousness, groups with average scores or higher scored higher in creativity, flexibility, challenging spirit, and future orientation than the groups below. In the case of the openness personality, higher scores in creativity, flexibility and challenging spirit, and in the case of the agreeable personality, the group showed significantly higher scores in flexibility and future orientation. In the case of the neurotic personality, on the contrary, the group with below average score received higher scores in flexibility, challenging spirit, and future orientation. The significance of this study is that it suggests the need for comprehensive programs such as various extracurricular programs, curricula, and counseling to help and promote the formation of more positive personalities of pre-service early childhood teachers.

• Journal of Digital Convergence
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• v.12 no.5
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• pp.403-413
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• 2014

This study is to select educational films suitable for enhancing creativity and personality in order to develop educational contents aimed at pre-service early childhood teacher. First, three film critics based on sub-elements of ego-identity selected final 59 films. Next, three education experts classified the 59 films into small groups based on components each for creativity and personality. As a result, first, films classified according to pre-service early childhood teacher' sub-elements of ego-identity, educational components for creativity, and educational components for personality were 8 in job, 7 in religion, 6 in politics, 7 in philosophical life style, 8 in friendship, 8 in relationship, 7 in gender role, and 8 in leisure activity. Second, verifying suitability of film critics and education experts using Delphi method in order to select educational films to enhance pre-service early childhood teacher' creativity and personality based on films was effective in increasing validity of the results of this research.

• Korean Journal of Childcare and Education
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• v.9 no.3
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• pp.171-188
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• 2013

We investigated whether divergent thinking attitudes mediate the relationship between self-esteem and creative teaching beliefs among teachers. We examined differences in the mediating model we proposed in the groups of pre-service and in-service child care teachers. We found differences in the pre-service and in-service child care teachers in the proposed mediating model. Especially in the pre-service child care teachers, the mediating effect of divergent thinking attitudes was confirmed. There was a significant effect from self esteem to creative teaching beliefs and also a significant effect from divergent thinking attitudes to creative teaching beliefs. But in-service child care teachers, there was neither direct nor indirect effect of self-esteem to creative teaching beliefs. Suggestions for more studies and for better in-service education for the pre-service and in-service child care teachers are recommended for the future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.477-484
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• 2021

This study examined whether there are differences in health knowledge, health behavior, and health education teaching efficacy according to the general characteristics of pre-service early childhood teachers and analyzed the relationship between each variable to identify the factors affecting the teaching efficacy. For these, health knowledge, health behavior, and health education teaching efficacy were measured for 258 students enrolled in the department of early childhood education in colleges located in Chungnam and Jeonbuk. The collected data were subjected to a t-test, Welch variance analysis, correlation analysis, and multiple regression analysis using SPSS Win 21.0 according to the research problem. The results were as follows. First, there were significant differences in health knowledge, health behavior, and health education teaching efficacy, according to some of the general characteristics of the subjects. Second, while there was a significant positive correlation between the overall and subordinate variables of health behavior and teaching efficacy, there was a marginally significant correlation between health knowledge and teaching efficacy. The variable affecting health education teaching efficacy was the overall health behavior, and the explanatory power was approximately 30%. Suggestions for subsequent research were proposed based on the above research results.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.107-119
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• 2017

This article explores early childhood teachers' practices from bottom-up perspectives on the relationship between theory and practice. Results of the review of literature are as follows: 1) From top-down perspectives early childhood teachers' practices and their classroom behaviors have been traditionally defined within the framework of theories of child development, the notion of developmentally appropriate practice, and designed program models; 2) From bottom-up perspectives researchers have a focus on how teachers' practices lead theories and how they construct the act of teaching through reflective thinking; 3) empirical research on preservice and inservice teachers demonstrates that preservice teachers develop their own theories of teaching from their previously held assumptions, gained knowledge from preparation programs, and their individual experiences. It also shows that inservice teachers construct teaching through their implicit knowledge and the use of strategies to negotiate problems. Implications for future studies on teachers's practices are discussed.

• Journal of Christian Education in Korea
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• v.73
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• pp.73-91
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• 2023

This study aims to provide basic data for revitalizing creativity research related to early childhood teachers by analyzing creativity research related to early childhood teachers. For this study, 103 master's and doctoral dissertations in Korea, which were searched through the National Assembly Library and the Research Information Sharing Service (RISS), were selected under the themes of 'early childhood teacher', 'creativity', and 'creativity research trends'. The frequency and percentage were calculated by analyzing creativity research related to early childhood teachers with five criteria: research period, research content, research method, research subject, and creativity factor. As a result of the study, first, as for the trends of creativity research related to early childhood teachers, 91 master's theses (88.3%) and 12 doctoral theses (11.7%) were conducted from 1991 to 2022, focusing on master's theses. Second, trends by research content were found in 20 basic studies (19.4%) and 83 practical studies (80.6%). Creativity research related to early childhood teachers is being actively conducted centering on practical research. Third, trends by research method showed 96 quantitative studies (93.2%), 7 qualitative studies (6.8%), and 0 literature studies (0%). Creativity studies related to early childhood teachers were being conducted with a focus on quantitative research. Fourth, the trend by research subject consisted of 100 studies (97.1%) related to early childhood teachers and 3 studies (2.9%) related to pre-service early childhood teachers. Fifth, trends by creativity factor were found in 56 studies (54.4%) related to teacher's variables and 47 studies (45.6%) related to creativity education methods. Studies related to teacher's variables were relatively higher than creativity education methods. As a result of this study, there is a lack of Christian education research in creativity research related to early childhood teachers, so it is expected that it will be done in the future.