• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.81-96
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• 2011

The purpose of this study was to develop a multicultural education practice scale for preschool teachers and to examine the reliability and validity of the scale. Participants for this study were 310 preschool teachers from Seoul and Gyeonggi. The multicultural education practice scale for preschool teachers was consisted of 3 factors, 'multicultural national to understand', 'interactions with multicultural children' and 'multicultural culturally to understand' with 13 items. Cronbach's ${\alpha}$ was ranged from .74 to .82. The confirmatory factor analysis revealed that RMSEA=.08, SRMR=.06, NNF=.90, and CFI=.92. All these results show that the multicultural education practice scale for preschool teachers is quite reliable and valid.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.1-17
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• 2019

Objective: The objective of this study was to explore the perception and its improvement of pre-service teachers regarding teaching professionalism. The subjects of this study were 41 university students who experiencing early childhood teaching practice and 41 their cooperating teachers. Methods: In order to examine perception and its improvement on teaching professionalism, teaching professionalism scale for pre-service early childhood teachers (TPSECT) that was 33 items was administrated. Data were analysed paired t-test and contents analysis. Results: First, early childhood teaching practice experience affected positive effects on the four subordinate areas of teaching professionalism: , , , and improved perception of teaching professionalism. Second, student teachers were developing teaching professionalism, in a course of early childhood teaching practice which consisted of performing teaching real children in the field, evaluating and feedback of cooperating teacher, self-reflection and re-instruction. Conclusion/Implications: For improving pre-service teachers' professionalism, except a teaching practice subject, it is necessary to open various subjects that provide practical experiences, such as, teaching real children, observing actual class. This suggests that more experiential and practical in-service education program will be demanded.

• Journal of Korea Entertainment Industry Association
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• v.15 no.6
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• pp.141-151
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• 2021

The purpose of this study was to investigate the pre-service early childhood teacher's sense of humor, emotional intelligence on their teacher efficacy. The subjects of this study were 253 pre-service early childhood teachers in Seoul and Gyeonggi province. The statistical analysis of this study was analyzed using the SPSS V. 22.0 program. The result of the study is summarized as follows. First, in terms of the result for general trends in sense of humor, emotional intelligence, and teacher efficacy were found to be above normal. Second, the result of the current study reveals that the sense of humor, emotional intelligence, and teacher efficacy was correlated. Also, there was a statistically significant positive correlation between the sense of humor, emotional intelligence, and teacher efficacy. Third, it was found that the 'creation of humor', 'humor preference' of sub-factor in the sense of humor, and 'to perceive other people's emotion' of sub-factor in emotional intelligence affected the early childhood pre-service teacher's teacher efficacy. Therefore, it is necessary to promote both sense of humor and emotional intelligence in order to enhance the teacher efficacy in pre-service early childhood teachers.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.423-429
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• 2022

This study is a study on the perceptions of pre-primary early childhood teachers on teaching and learning methods for infants and toddlers in the early childhood teacher training process. This is a mixed study using word cloud analysis and qualitative case analysis on the subject, focusing on literature research and understanding of pre-primary early childhood teachers' 'teaching and learning methods for infants and toddlers'. The purpose of this study was to find out the meaning of a early childhood teacher through thoughts on teaching and learning methods for infants, difficulties, points to be learned, teaching competency to be good as a teacher, and experiences for teaching professionalism. Through the results of this study, it is expected to find a way to increase their sense of efficacy on teaching and learning methods when conducting classes for young children in the future, and to provide basic data for improving the quality of early childhood education.

• Korean Journal of Child Education & Care
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• v.18 no.2
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• pp.167-181
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• 2018

Many factors that may affect teaching aptitude of pre-service early childhood teachers have been discovered. However, little is known about the relationship between self-esteem and teaching aptitude in them. This study aimed to investigated self-esteem in relation to teaching aptitude in pre-service early childhood teachers. Pre-service early childhood teachers' self-esteem scale and teaching aptitude scale assessed the self-esteem and teaching aptitude of 344 pre-service early childhood teachers in C-city in Gangwon-do and N-city in Kyunggi-do, Korea. Results showed that all four dimensions of the self-esteem were significantly related to teaching aptitude, indicating that pre-service early childhood teachers with higher self-esteem were likely to have greater teaching aptitude. Regression analysis indicated that self-esteem in the areas of leadership and popularity, self-assertiveness, and social-relations significantly predicted teaching aptitude of pre-service early childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.342-348
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• 2017

This study examined the difference between parents' and teachers' recognition about problem behaviors of children. The findings showed that there was a distinct difference between parents' and teachers' recognition about all problem behaviors of children. Especially, teachers had more recognition about problem behaviors of children than parents. And the reactive interaction and the actual prevention in educational institutions were preferred in the difference between parents' and teachers' recognition about a teaching strategy for children, such that teachers had significantly higher recognition about a teaching strategy for children than parents did, while there was no significant difference in the strategy for social emotion. This means that teachers should originally control and manage various problem behaviors based on the common teaching strategy, which is socio-emotionally recognized, rather than the biased teaching strategy. But the teaching strategy of reactive interaction is preferred in accordance with the type of problem behaviors between teachers and children and the children who show problem behaviors. Especially, teaching strategies of reactive interaction and actual prevention focused on the inhibition and prevention of children's problem behaviors are preferred in light of children's characteristics of many unexpected problem behaviors.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.219-239
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• 2012

The purpose of this study was to analyze pre-service teachers' perceptions and change on the images about young children. The subjects of this study were 31 students in the early childhood department at a university. It was a longitudinal study conducted for four years. The data regarding the images that students had about young children were collected by having them answer a question. The question was "Young children are... Because of..." Subjects were asked to answer that question when they were freshmen and then, to answer the same question when they were seniors in order to see the change. A content analysis and frequency were conducted. The study of the results could be summarized as follows. Firstly, from their first year to senior year, the images that pre-service teachers perceived such as, vibrant active beings and beings with various characteristics" did not change. However, the images such as "being who was capable of interacting with environments" had changed. And the new image which viewed a child as a being who should be respected emerged. Secondly, the factors that influenced the image changes were based on the experience of working as assistant teachers at an early childhood setting, and practicum. Therefore, a systematic work on assistant teachers should be done and a concept about child-center education should be built.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.360-372
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• 2017

Cultural arts education helps in the holistic development of children and enhances their language skills and creative thinking. This type of education not only fosters emotional intelligence, but has also been proven to play a positive role in helping children understand different cultures. Based on these findings, in recent times, interest in cultural arts education has been focused on the importance of experiencing art in childhood and the development of artistic ability. A high standard of cultural arts education is desirable, in which regular classes are held based on the close cooperation of teachers, with extensive knowledge and sense of the cultural arts, and cultural arts experts. Therefore, it is necessary to include extensive cultural arts education in the training of early childhood educators, considering the importance of early childhood cultural arts education. This study suggested ways to improve the academic curriculum and develop plans to enhance the expertise of early childhood teachers in the field of cultural arts by analyzing the academic curriculum of early childhood education courses in 4-year universities in the metropolitan area.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.19-33
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• 2019

Objective: The purpose of this study is to understand how the experience of studying mathematics education for young children based on picture books is affecting pre-service early childhood teachers with their attitude toward mathematics and mathematics teaching efficiency. Methods: For this, a total of 39 pre-service early childhood teachers majoring in early childhood education at S university located in G metropolitan city participated in the study. 20 of them are randomly assigned to the experimental group while the rest 19 were assigned to the control group. The experimental group participated in the classes of mathematics education for young children based on picture books for 15 weeks, while the control group attended the normal classes of mathematics education for young children for the same period of time. By using SPSS 18.0 Program for the collected data, t-test was conducted for differences in the results of attitude toward mathematics and mathematics teaching efficiency. Results: The results of this study are as follows. Firstly, the experience of studying mathematics education for young children based on picture books had a positive effects on pre-service early childhood teachers' attitude toward mathematics, improved values and interest in mathematics, and reduced anxiety about mathematics. Secondly, the experience of studying mathematics education for young children based on picture books had a positive effects on improving pre-service early childhood teachers' mathematics teaching efficiency. Also, both faith in ability and faith in results have improved significantly. Conclusion/Implications: These results imply that the experience of studying mathematics education for young children based on picture books is an effective teaching-learning method in improving pre-service early childhood teachers' attitude toward mathematics and mathematics teaching efficiency.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.343-351
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• 2021

The aim of this study is to explore the role of teachers in the 2019 revised Nuri curriculum, to suggest the role of appropriate early childhood teachers, and to explore the possibility of developing as an emerging curriculum. It was clarified that the role of teachers in the 2019 revised Nuri curriculum is the applicant, compared to the Nuri curriculum by age 3~5. It could be compared with the role of teachers in the emergent curriculum. Based on the emerging curriculum, the roles of teachers that can be practiced in the 2019 revised Nuri curriculum are teachers who use scaffolding, flexible teachers in curriculum management, and teachers with autonomy and faith in young children. As a conclusion of the study, first, teachers should be experts who can provide optimal play materials to individual young children and multiple young children. Second, teachers must faithfully observe and record so that appropriate scaffolding can be established. Third, teachers must constantly perform questions suitable for development so that they can sustain the interests of young children. Fourth, teachers should operate the 2019 revised Nuri curriculum based on their understanding of the emergent curriculum.