• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.223-252
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• 2011

The purpose of this study was to examine the effect of a professional development program developed to provide an opportunity for early childhood teachers to build a firm educational belief as teachers, to have an insight into their own abilities, to keeping on reflecting on themselves and to make a prolonged effort for self-development in pursuit of an ideal life as early childhood teachers by making portfolio. And it's additionally meant to give some suggestions on the efficient implementation of the program in the future. The subjects in this study were 26 early childhood education majors. The program was provided during an eight-week period of time, and both of the collected quantitative and qualitative data showed that the program produced positive effects. The findings of the study indicate that the professional development program for preservice early childhood teachers that used career portfolio could be one of good ways to facilitate the professional development of preservice early childhood teachers and to overcome a lot of problems with education of early childhood teachers, which is lately one of primary social issues.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.524-540
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• 2014

The purpose of this study was to analyze effect young children's temperament and teacher-child relationship on child's leadership. Subject were 3~5 years old 333 kindergarten young children. young children's parents answered young children's temperament questionnaire. young children's teacher answered young children's temperament and teacher-child relationship questionnaire. The research tools used in this study were the questionnaire for assessment scale of young children's temperament, teacher-child relationship and young children's leadership. To analyze effect young children's temperament and teacher-child relationship on young children's leadership, questionnaires were reconstruted from existing questionnaires. Using SPSS statistics 20 for window program, Scheff$\acute{e}$ verification, pearson product moment correlation, mutiple regression analysis, tolerance, variance inflation factor and VIF were used to analyze the data. Results of this study are summarized as follows: In child's temperament, regularity, in teacher-child relationship, closerelationship, in young children's leadership, goal achivement competence were appeared most high. In young children's temperament, adaptabilituy and durability effected on child's leadership positively. In teacher-child relationship, closerelationship and dependency relationship effected on young children's leadership positively.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.13-23
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• 2016

This research studies the discrepancy between the perception and reality of the early childhood educators regarding the creative competency of the early childhood education institutions, and the differences stemming from the background characteristics of the educators. Subjects were 114 early childhood educators drawn from kindergartens in Daegu and Gyeongbuk province. 180 questionnaires were delivered through physical visit or mail to the institutions. The collected data were analyzed using t-tests, one-way ANOVA and the Scheffe post hoc test, and the result is as thus. Firstly, the discrepancy between the perception and the reality of the educators was significantly different in all sub-domains. Secondly, The discrepancy between the perception and reality, according to the background characteristics, showed significantly different in the following domains: according to the position of the educators, in some sub-domains of autonomy; according to the academic background, in some sub-domains of the leadership; according to the career of the educators, in some sub-domains of diversity; and according to the age of the educators, in some sub-domains of diversity and leadership.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.159-170
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• 2020

Despite evidence that early childhood teachers play a critical role in guiding children through their child assessment, most beginning teachers in the survival stage face the greatest difficulties in this area. Using the intentional and purposeful tools of action research, this collaborative action study supports a beginning teacher in reflecting upon her perceptions of the 'child assessment' of young children and devising and evaluating good guidance practices. During the course of the study, the participating teacher became engaged in more reflective teaching which prompted her to perceive the "child assessment" of the children from different perspectives. As her understanding of the importance of making her curriculum and classroom climate more engaging and meaningful deepened and she reconceptualized her notion of child assessment, the teacher witnessed positive changes in her students' behaviors which, in turn, increased her sense of efficacy. These very positive, empowering results are strong recommendation for using collaborative action research especially in the novice years of teaching for it provides the teacher with a life-long transformative tool for professional development.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.01a
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• pp.103-104
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• 2020

본 논문은 예비유아교사 양성과정에서 요구되는 핵심역량 중 재개념화가 필요한 지식정보처리역량의 구성방향과 이를 위한 교육내용 탐색을 목표로 한다. 이를 위해 과거 정보화역량과 지식정보처리역량의 개념 및 가치를 비교하여 기초내용을 구성한 후 현장전문가, 교육전문가, 예비교사 등 15인을 대상으로 포커스그룹 인터뷰 연구방법을 통하여 연구결과를 도출한다. 본 논문에서는 선행연구를 참고하여 예비유아교사의 지식정보처리역량을 교육현장의 문제해결을 위하여 다양한 영역의 지식과 정보를 처리하고 활용할 수 있는 역량이라 개념정의 하였고 전문가 인터뷰를 통해 이를 위한 교육내용을 설정할 것이다. 본 논문을 통해 제시된 예비유아교사의 지식정보처리역량의 개념 및 교육내용은 예비유아 교사양성과정의 교육과정개발을 위한 기초자료로 활용될 것이다.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.347-358
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• 2021

The purpose of this study was to investigate the stage of concern and use level of early childhood teachers' STEAM, and to find out whether there is a difference in the stage of concern according to individual teachers' variables. The subjects were 242 teachers in charge of 3-5 years old kindergarten and daycare center in G city. The research tool was the stages of concern questionnaire (SoCQ). The collected data were converted to relative intensity by applying percentile conversion chart in the guidelines, and this was expressed as a concern profile graph, and t-test and ANOVA were performed to find out the difference in concern according to teacher's background variables. The research results are as follows. First, the stage of concern in early childhood teachers' STEAM was identified as a critical non-user profile. Second, the stage of concern in the teacher's STEAM was judged as a person who did not use, or was implemented for less than 2 years, and was a non-user or a novice. In addition, it was found that most of the teachers did not receive formal education for STEAM. third. There were differences in the educational background, career, current execution status of teachers, whether or not to take related courses in pre-service teacher education, and whether to plan for future implementation. And there were no differences in the majors and institution types of teachers. Based on these results, a support plan for changing the stage of concern of teachers about STEAM and improving the level of use was suggested.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.239-262
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• 2013

The purpose of this study was to examine the types of image that early childhood teachers have about nursery teachers in detail in an effort to provide some information on how to build an ideal image of a nursery teacher. Another goal was to determine the right directions for teacher education based on the subjective opinions of early childhood teachers, which has not been covered in earlier studies. The Q-methodology was utilized to determine the awareness of early childhood teachers about the types of the images of nursery teachers and each type's characteristics. A Q-population was constituted by 310 types of images based on the results of earlier studies about the images of nursery teachers, and 48 Q-samples were selected according to frequency. And then 20 nursery teachers and 20 kindergarten teachers were asked to classify the images of nursery teachers in nine stages by using the Q-sort, and the data were analyzed by the statistical package PASW 18.0. As a result, four different types of images appeared that the early childhood teachers had about nursery teachers, and the images were respectively named 'a practical-teaching-oriented type of teacher', 'a negative-system critical type of teacher', 'a positive-humanistic type of teacher' and 'a neutral-emotionally type of teacher'.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.193-201
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• 2023

The purpose of this study was to examine the relationship among positive psychological capital, teacher professionalism, and passion for teaching of pre-service early childhood teachers. Specifically, this study investigated the mediating effect of passion for teaching on the relationship between positive psychological capital and teaching professionalism of pre-service early childhood teachers. The study participants were 198 pre-service early childhood teachers. Questionnaire were used to collect data. Data were analyzed using descriptive statics, Pearson correlation, multiple regression, and Sobel test for mediating effect. The results of the study were as follows: First, it was found that pre-service early childhood teachers had relatively high level of positive psychological capital, teacher professionalism, and passion for teaching. Second, there was a significant positive correlation between positive psychological capital, teacher professionalism, and passion for teaching of pre-service early childhood teachers. Third, the mediation effect of passion for teaching of per-service early childhood teachers between positive psychological capital and teacher professionalism was found to be partially significant. This result implies that positive psychological capitals and passion for teaching are to be effective to improve teaching professionalism of per-service early childhood teachers. The results of this study provides basic data on an early childhood teacher training program in improving teaching professionalism.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.103-121
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• 2016

The purpose of this study was to examine the impact of the listening competence of early childhood teachers on their teacher-parent communication difficulties and teacher-child interaction in an attempt to provide some information on the development of the listening competence of early childhood teachers. Three hundred and twenty two early childhood teachers participated in the study and descriptive, correlation, multiple regression analysis were conducted. The results are as follows: First, listening competence had a statistically significant negative correlation with teacher-parent communication difficulties. Second, among the sub-factors of listening competence, comprehending and interpreting, and responding exerted a statistically significant negative influence on teacher-parent communication difficulties. Third, listening competence had a statistically significant positive correlation with teacher-child interaction. Fourth, among the sub-factors of listening competence, responding, comprehending and interpreting, analyzing and evaluating exerted a statistically significant positive influence on teacher-child interaction.

• Korean Journal of Child Education & Care
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• v.19 no.1
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• pp.117-127
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• 2019

Objective: The purpose of this study was a teacher efficacy scale for pre-service teacher and to examine the reliability and validity of the scale. Methods: Participants for this study were 428 pre-service teachers from G region. the data were analyzed using correlation, Cronbach's ${\alpha}$, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Results: The pre-service teacher efficacy scale was consisted of 3 factors, 'efficacy for instructional strategies', 'efficacy for student engagement' and 'efficacy for classroom management' with 12 items. Cronbach's ${\alpha}$ was ranged from .72 to .82. The confirmatory factor analysis revealed that CMIN/DF = 1.59, RMSEA = .05, SRMR = .05, TLI = .96, CFI = .97. Conclusion/Implications: In conclusion, all these results show that the pre-service teacher efficacy scale is quite a reliability and validity.