• Korean Journal of Childcare and Education
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• v.14 no.2
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• pp.19-38
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• 2018

Objective: This study explores how pre-service teachers' knowledge changed in the field of movement education and the characteristics of the instruction they perceived during a 15-week course. Methods: The drawing of concept maps and interviews were used to discuss how pre-service teachers' knowledge changed and the characteristics of the course. Results: The results showed that the pre-service teachers interrelated concepts in a more systematic way, and the concepts they used were increased while master concepts were decreased, indicating that their knowledge changed in a far more hierarchical order after the class. Characteristics of the course that led to a change in their knowledge appeared under the proper guidance of a professor. This was well demonstrated by feedback and evaluation at the stage of planning instruction and simulation teaching. Conclusion/Implications: The study demonstrated that the proper guidance of a professor was a useful tool for fostering the professional development of pre-service teachers in regard to constructing knowledge in movement education.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.113-131
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• 2012

This study examined the effects of psychological attributes influencing the happiness of early childhood pre-service teachers. The psychological attributes included positive states(self-efficacy, satisfaction), negative states(depression), and goals for the future(professional goal as a teacher). The objects were 269 early childhood pre-service teachers who were studying in college and university to become early childhood teachers. The results were as follows: First, there were not clear differences in terms of goal content(self, others), whereas there were clear differences in terms of school satisfaction and major interest of childhood pre-service teachers. Second, self-efficacy was positively correlated with happiness and depression was negatively correlated with the happiness of early childhood pre-service teachers. Third, self-efficacy and depression were predicting variables for the happiness of early childhood pre-service teachers. More specifically, depression was the most influential variable when it comes to determining the level of happiness. Thus, implications for improving the happiness of early childhood pre-service teachers were presented.

• 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.

• Korean Journal of Child Education & Care
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• v.18 no.3
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• pp.105-121
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• 2018

Objective: The objective of this study was to explore the perceptions of pre-service teachers regarding their self-image as early childhood teachers, according to their grade. The subject of this study were 167 university students in early childhood department in Jeonnam province. Methods: In order to examine self-image as early childhood teachers, semantic differential meaning scale that was consist of 40 bipolar adjective items was administrated. Data were analysed by Multivariate Analysis of Variance (MANOVA). Results: First, pre-service teachers had positive self image as early childhood teacher. Second, according to grades the appreciation self image as early childhood teacher showed significant difference. To be more specific and are revealed significantly distinctness. But, score was not distinct by grade, and mean score of was lower than mean score of other area scores. Third, self image as early childhood teacher displayed the positively developing, that is to say, the image of early childhood teachers definitely changed by grade in teacher training course. Conclusion/Implications: The effect brought about this study indicate that the need of support socio-political concern for early childhood teachers and try to form positive teachers' image through organized in-service education.

• Journal of Digital Convergence
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• v.15 no.12
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• pp.79-93
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• 2017

The purpose of this study was to investigate the perception and need for the revised child care practicum (January, 2017) in Korea. The participants were in three groups: 32 directors, 143 child care teachers and 130 pre-service teachers. Questionnaire were used ot collect the data and t-test, x-test and ANOVA were done for analysis. All three groups responded positively for the revised edition (extending the period of practicum from 4 weeks to 6 weeks). And perceived the extending the period is necessary for the quality of child care centers. Directors with the higher level of education perceived the revision clearly than others. Most of teachers perceived the change through teacher retraining program. All groups pointed out for the implementing the revised edition successfully, supporting and cooperative system is in need for three groups.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.750-761
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• 2016

This study attempted to analyze the practicum experiences of pre-service childcare teachers (level 3) and their meaning and set a direction for efficient childcare practicum for the level 3 childcare teachers. For this, 16 trainees from 'P' Pre-service Childcare Teacher Training Center and 'S' Pre-service Childcare Teacher Training Center in Gyeonggi-do were investigated, and there was an interview with them for qualitative analysis. The study results found the followings: This study is showed that child care and teaching practice is the difficulty of training institutions selected, lack of preparation exercise, disagreement between training courses and related field, the stress of exercise, difficulties in infants teaching and experience the reality in the field. In terms of the meaning of childcare practicum, it helped the pre-service childcare teachers set their career path and establish values. In addition, it was helpful in building practical knowledge. In addition, there was a discussion on how to operate the childcare practicum in a well-organized and systematic manner, focusing on the derived topics.

• 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.8 no.6
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• pp.275-300
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• 2012

This study is to investigate the meaning of pre-service educare teachers' leadership experience about program development. The participants were 41 juniors in college, majoring in Child Welfare. They attended an 'infant & young childhood educare program development and evaluation' class for 15 weeks. During the given period they made documents from reflective journals and 5 participants among them were interviewed individually. Analyzing the documents sheds light on the meaning of the pre-service educare teahcers' experience. The results are as follows. First, pre-service educare teachers got a deeper understanding and attachment about communities. Second, they did a critical analysis about well-known home and abroad educare programs. Third, they had a opportunity of reflection about their education philosophy and competences. Forth, they experienced diverse leadership that is needed from educare teacher. The results showed the implications and suggestions about pre-service teacher education for educare teacher's curriculum leadership development.

• Journal of the Korean Home Economics Association
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• v.43 no.12 s.214
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• pp.97-111
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• 2005

Early Head Start (EHS) can provide services to a child and family from pre-birth until the child is three years old. Services are comprehensive, intensive, individualized and flexible according to child and family needs, and integrated with community service delivery systems. The local program designs and operations were developed and carried out within the framework of the Head Start Revised Performance Standards, which included specific provisions for services to pregnant women, infants and toddlers and emphasized prevention, early intervention, safety, and health education. As with preschool Head Start, EHS programs are required to make available 10 percent of their enrollment for infants and toddlers with disabilities as defined by Part C regulations of the state in which the program operated. Quality child care has become a priority for EHS. A majority of EHS children need child care, and the quality is important to their development. An evaluation of EHS in 17 programs selected from the first program cohorts showed that the program had significant and positive impacts on a wide range of parent and child dimensions, some with implications for children's later school success. Among the issues for policy attention identified by American EHS for the Korean system are: - The need to create a comprehensive infant/toddler care system - The need to address access of teachers for young children - The need to improve quality.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.29-49
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• 2014

This study focused on how early childhood in-service teachers and pre-service teachers understood the concept of Forest Education. By applying the analysis of conceptual maps, introduced by Novak and Gowin's (1983, 1984), this study examined the number of upper category and subcategories, characteristics, hierarchy, and density of teachers' knowledge of Forest Education. 39 early childhood teachers and 60 pre-service teachers participated in this study. First, in-service teachers put 'nature(forest)' and 'living creatures' in the highest level of knowledge of Forest Education. On the other hands, pre-service teachers put 'the effect of Forest Education' and 'program' as well as 'nature(forest)' in the highest level of knowledge. In-service teachers seemed to construct their knowledge by understanding Forest Education as curriculum or activities such as math, language, music or multicultural education. Therefore they had a tendency to talk more about specific concepts including four seasons, insects, air, or climate change. However, pre-service teachers described 'the interconnectedness between human and nature', 'deep relationship with nature' and 'provision of nature.' This tendency might relate to their prior educational experiences of Eco-centered Early Childhood Education. With regards to the density and hierarchy of knowledge on Forest Education, both groups revealed the relatively low degree of density with average of around 2.00. This result can be interpreted that both groups of teachers might not have strong hierarchical and organizational knowledge of Forest Education. For the teacher education, philosophical background and practical knowledge of Forest Education should be included more.