• Journal of the Health Care and Life Science
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• v.9 no.1
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• pp.41-49
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• 2021

The purpose of this study is to analyze the relationship between play experience, playfulness, and grit of pre-service early childhood teachers and to find out the factors that affect grit. For these, a survey was conducted using Google questionnaire targeting a total of 164 students in the 2nd and 3rd year of early childhood education department of colleges in Seoul, Chungnam and Jeonbuk. The results are as follows. First, as a result of analyzing general characteristics and differences by grade of variable General characteristics and differences by grade of variable, it was found that the pre-service teachers' playfulness was slightly higher than the average, and the grit was at the average level. Second, there were some significant correlations between play experience, playfulness, and grit. Third, for grit, it was found that play experience had an explanatory power of about 10% and playfulness about 30%. Based on the above research results, suggestions for grit enhancement programs for pre-service early childhood teachers and follow-up studies were presented.

• 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.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.25-44
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• 2015

The aim of this research is to provide more proper teaching practicum chances through getting practical implications by pre-service early childhood teachers' perception of teaching practicum through investigating pre-service early childhood teacher's perception of teaching practicum using metaphors. Participants were 121 pre-service early childhood teachers'. They were early childhood education freshmen and sophomores who did not experience teaching practicum. The opened survey expressing metaphors about teaching practicum was conducted. The results showed that participants suggested 114 metaphors and those were coded and divided. The results were categorized into 11 types including 'It is hard but also fruitful.', 'It is a new experience.', 'It is hard and difficult.', 'It is meaningful and important.', 'I am afraid and worried.', 'I learn a lot.', 'I have to go though it.', 'I have to make an effort.', 'It is pleasant.', 'I am evaluated.' and 'others'. We expect that this research will give a chance to review what the teaching practicum means to pre-service early childhood teachers and make plans for pre-service early childhood teachers to prepare the teaching practicum with proper perception.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.291-300
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• 2023

The purpose of this study is to analyze the effect of teachers' motivation for choosing teaching on the relationship with career adaptability through self-directed learning in 271 pre-service early childhood teachers. As a result of the study, first, career adaptability, self-directed learning, and motivation for choosing teaching were high in order. Second, there was a positive correlation that the higher the motivation for choosing a teaching profession, the higher the self-directed learning and career adaptation, and the higher the self-directed learning, the higher the career adaptation. Third, it was found that self-directed learning of pre-service early childhood teachers partially mediated teachers' motivation for choosing teaching and career adaptability. This study is significant in that it sought various perspectives in practicing high-quality early childhood teacher education program and provided basic data on teacher education program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.45-52
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• 2016

The purpose of this study was to investigate the meaning of conflict experience in cooperative learning activities of pre-service early childhood teachers. The subjects were 85 pre-service early childhood teachers in W university. The data were collected through unstructured interviews and journal writings of the participants. The study results were as follow. First, pre-service early childhood teacher's conflict experiences in cooperative activity are team meeting, fair participation and evaluation, and conflict of the personal relations. Second, pre-service early childhood teacher's conflict resolution experiences in cooperative activity are autonomy of the team meeting time, reflective thinking, sentimental support, recognition of others, and solving problems by the time spending together. Third, the meanings of conflict experience in cooperative activity are formation of felt responsibility, self-growth through consideration of others, reciprocity, and recognition of the meaning of cooperation.

• 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.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.31-38
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• 2023

This study aimed to find out how gratitude disposition and creative personality affect teacher professionalism in 384 pre-service early childhood teachers. 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, the average value was high in the order of teaching professionalism, gratitude disposition, and creative personality of pre-service early childhood teachers. Second, there was a positive corelation between pre-service early childhood teachers' gratitude disposition and creative personality, gratitude disposition and teaching professionalism. Third, as a result of examining the relative effects of gratitude disposition and creative personality on teaching professionalism, persistance was found to be the strongest predictor among creative personality.

• Journal of the Health Care and Life Science
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• v.11 no.2
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• pp.271-277
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• 2023

This study targeted 125 prospective early childhood teachers at G University in G Metropolitan City to investigate their perceptions of safety care practices. The collected data were analyzed using One-way ANOVA and Scheffe's post hoc test. As a result of the study, there was a statistically significant difference in the overall awareness of safe care practices of prospective early childhood teachers according to grade. Statistically significant differences were found in the sub-factors 'Life Safety', 'Traffic Safety', 'Violence and Personal Safety', 'Drugs and Cyber Addiction', and 'Disaster Safety'. On the other hand, there was no statistically significant difference in 'occupational safety' and 'first aid'. Through these results, Through these results, we aim to increase safety competency by measuring safety care practices, expand practical training opportunities for prospective early childhood teachers, develop various media, and above all, improve class operation and content related to safety in early childhood teacher training courses. Based on this, we aim to provide basic data to develop a pre-service early childhood teacher education program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.540-548
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• 2017

This study analyzed the relationship between the achievement motivation and social intelligence in pre-service early childhood teachers and their achievement motivation and social intelligence. The achievement motivation Inventory for pre-service early childhood teachers (Song, 2004), the social intelligence questionnaire (Han, 2011) and the Children's social problem solving ability scale (Huh, 1999) were administered to 193 pre-service early childhood teachers. The data underwent Pearson correlation analysis using the SPSS 21.0 program. The results of this study were as follows. First, there were significant positive relationships among the achievement motivation, social intelligence, and social problem solving ability. Second, the achievement motivation and social intelligence was an important factor for predicting the social problem solving ability of pre-service early childhood teachers.

• Korean Journal of Child Studies
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• v.33 no.1
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• pp.63-80
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• 2012

The purpose of this study was to analyze the effects of stress perception and social support on subjective well-being according to differing levels of optimism. The participants in this study were 230 pre-service early childhood teachers, majoring in early childhood education at two universities located in Daegu, Gyeongbuk province. The results of this study could be summarized as follows. First, pre-service early childhood teachers were shown to be more optimistic, be more satisfied with life, and had higher positive emotion rates than average. They also showed lower stress perception and negative emotion rates than average. Second, the highly optimistic group showed higher levels than the less optimistic group in terms of both satisfaction with life and positive emotions. Third, the stress perception in both the highly optimistic group and the less optimistic group had an impact on their satisfaction with life, positive emotions, and negative emotions. The degree of peer support perceived by the highly optimistic group showed an impact on satisfaction with life and negative emotions, whereas the degree of parental support perceived by the less optimistic group showed an impact on their levels of satisfaction with life.