• Journal of Fisheries and Marine Sciences Education
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• v.24 no.1
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• pp.56-78
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• 2012

This study which is an alternative exploration for improving the quality level of instruction considering the perception of the teachers in early childhood education field on instructional design is to develop Differentiated Instructional Design Model coincides with the purpose of differentiated instruction curricula and with instructional design principles, and to find out whether the model has significant effect on development of teacher's professionalism. With these purposes, the perception of 343 teachers from early childhood education institutions are investigated, and after component variables are set by drawing the instructional design model available in early childhood education field and reviewing the literature of differentiated instruction model, the Differentiated Instructional design Model for Early Childhood are developed based on FGI(Focus Group Interview) expert evaluation. The experimental study of 88 teachers working in childcare facilities was implemented for effectiveness verification. As a result, first, most teachers consider the priority on making the lesson plans as the development of early childhood and Kindergarten Educational Subjects, and they realize the development of instructional design model which contributes on lesson planning and implementation is much needed. Second, the Differentiated Instructional design Model for Early Childhood are developed, which consists of the cyclic process - pre-lesson phase, lesson implementation phase, and assessment phase -based on development characteristics of early childhood. Third, the experiment of the developed model showed that the scores of experimental group is significantly higher than those of comparative group in knowledge and technique development aspect, and self-understanding development aspect among the aspects of development of teacher's professionalism.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.988-1003
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• 2013

This research was conducted to investigate the perception of pre-service early childhood teachers regarding the importance of the rights of young children and necessity of the education of the rights. The survey covered 525 students attending six three-year-course colleges in Seoul, Gyeonggi-do, Chungcheong-do, Chonra-do, Gyeongsang-do, and Jeju-do, Korea. They were in their freshmen, sophomore, and junior year majoring in early childhood education. Firstly, the research found that pre-service early childhood teachers' awareness towards the importance children's rights was relatively high. The higher grade they were, the better perception for the importance of the rights of young children they had. Additionally, the teachers who were registered for courses related to the rights of young children understood the importance of children's rights especially well. Secondly, pre-service early childhood teachers highly recognized the necessity of education for the rights of young children. Compared to the freshmen and sophomores, the juniors had higher awareness levels about the necessity of early childhood education rights. On the other hand, being in a related course or not made no difference in their perception for the necessity of early childhood education rights. Lastly, pre-service childhood teachers had greater concern for the necessity of education rights rather than the importance of the rights of young children.

• Journal of Digital Convergence
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• v.14 no.1
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• pp.13-23
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• 2016

The purpose of this study is to examine the perceptions and attitudes of pre-service early childhood education teachers about the introduction and utilization of smart education. We selected 262 pre-service early childhood education teachers. The Focus Group Interview and questionnaire were used to measure the perceptions and attitudes about the introduction and utilization of smart education. As a result, most of pre-service early childhood education teachers use smart phones and they use extra two more hours except phone calls. The most frequent usage is text. It is affected to device utilization experience in class, impact on childhood development. FGI results of pre-service early childhood education teachers for the introduction and utilization of smart education were analyzed by 2 subjects, 4 categories, 18 items.

• 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.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.63-83
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• 2015

The purpose of this study was to examine the multicultural sensitivity of early childhood teachers, their perception on the purpose of multicultural education and any possible differences in those regards according to their background variables in an effort to determine the influence of the multicultural sensitivity of early childhood teachers and their perception on the purpose of multiculitural education on multicultural sensitivity, as the two variables were closely bound up with multicultural teaching efficacy. The subjects in this study were 283 selected early childhood teachers. The findings of the study were as follows: First, as for perception on the purpose of multicultural education, caring-centered perception was most common among the early childhood teachers, and their scores in multicultural sensitivity were a little above average. Second, there were significant differences among the teachers in multicultural sensitivity and perception on the purpose of multicultural education according to career, age and academic credential. Third, multicultural sensitivity and four perceptions on the purpose of multicultural education had a significant positive correlation with multicultural teaching efficacy. Multicultural sensitivity exerted the largest influence on multicultural teaching efficacy. Among the four perceptions of the purpose of multicultural education, caring-centered perception and social action-centered one turned out to have an impact on the subvariables of multicultural teaching efficacy. This study will provide basic information to prepare some solutions that enforce ealry childhood teachers' mulitucultutral education ability by improving their multicultural teaching efficacy.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.249-265
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• 2010

The purpose of this study was to investigate pre-service early childhood teachers' procedures for entering college, their perception of major areas of satisfaction and career progression. The subjects of this study were 522 students majoring in early childhood education in Busan. The findings of this study were as follows. First, the major motivation of entering into college for these students majoring in early childhood education was 'to become an early childhood teacher'. Second, the majority of students majoring in early childhood education were satisfied with their majors for their aptitude for studying in this area. Third, the most commonly expressed employment preference for such students was that of a public kindergarten teacher due primarily to job security and appropriate rates of pay.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.149-156
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• 2019

This study investigated the effects of academic self-efficacy and resilience on perception of professionalism. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform MANOVA and Multiple Regression Analysis. (1)The self-regulatory efficacy was significantly different according to grade and experience of child care practice. (2)The control and sociality, positivity were significantly different according to grade and experience of child care practice. (3)The perception of professionalism was significantly different according to grade and experience of child care practice. (4)The self-regulatory efficacy and the difficulty preference affected perception of professionalism. (5)The positivity and control affected perception of professionalism. This study indicated that it is necessary to make efforts for increasing perception of professionalism in pre-service early childhood teachers.

• Korean Journal of Child Studies
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• v.33 no.3
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• pp.177-197
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• 2012

The purpose of this study is to discuss current problems and the directionality of multicultural education by examining the perceptions of teachers regarding the implementation of multicultural education and the actual practice of it within early childhood classroom. The study participants included a total of 7 teachers and 41 young children (3 children from multicultural families). Data were gathered by in-depth interviews with 7 teachers and non-participant observations in two classrooms. The results of our examination of teachers' perceptions of multicultural education were as follows. It is addressed only when there are children from multicultural families present in the classroom. Furthermore, it is only addressed in terms of specific life themes, and it requires external supporting instruction and resources because it is difficult to implement multicultural education by most teachers. The current practice of multicultural education is being addressed through an assimilative approach. It was also clear that teachers respond ambivalently to the issue of cultural particularity in children from multicultural families and use an individualized educational approach situated within the cultural deficit model. etc. Based on these results, the implications and limitations were also discussed.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.121-148
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• 2011

This Study aimed to ascertain early childhood teachers' awareness of gender differences in young children and interaction style with young children. 50 teachers answered Q sort questionnaires, 7 teachers were interviewed, 2 classrooms were observed. Results showed 3 types of teacher perception of boys and 4 types of teacher perception of girls. Early childhood teachers more interact with boys than girls. Especially negative interaction showed much more frequently with boys than girls. These finding are discussed in terms of equity and equality in both gender.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5189-5197
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• 2015

This study is intended to look into early childhood teachers' perceptions and needs for forest experience activities. To achieve this, a survey was carried out to 170 early childhood teachers in kindergartens and child care centers in Daejeon city. The SPSS(Statistical Package for Social Science) v. 18.0 was used for data analysis through the process of data coding and data cleaning. The frequency analysis was conducted for the general state of those surveyed. The frequency analysis, ANOVA and factor analysis were conducted for the perceptions and needs for forest experience activities. The findings showed that early childhood teachers had positive perceptions for the educational effects of forest experience activities. Especially, they perceived that the educational programs of forest experience activities need to be highly recommended to early children as forest experience education is important for forest experience activities. Consequently, forest experience education is just as important and useful for early children to learn the importance of coexistence with human and nature, and develop a sense of community by interacting with nature.