• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.793-805
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• 2021

The purpose of this study was to identify changes and differences in perceptions of disabilities, attitudes toward inclusive education, and teacher efficacy in Early childhood pre-service teachers through capstone design-based disability teaching material production classes. The study participants were 50 third-year child care majoring students (25 experimental group, 25 comparison group) who participated in capstone design class for one semester in 2020 at 3-year K university. Looking at the results of the study, the experimental group, which produced teaching materials for the disabilities, showed significant changes in disability awareness, attitude toward inclusive education, and teacher efficacy than the comparative group. there was a positive change in the perception of disability due to an increase in the overall understanding and knowledge of the disabilities. It is judged that these positive changes in the perception of people with disabilities gave positive changes to the attitude toward inclusive education and teachers' efficacy. This positive change of early childhood pre-service teachers will serve as an opportunity to improve the quality of teaching behavior and various roles of teachers when interacting with children with disabilities in the inclusive education field.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.1-20
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• 2009

This paper is intended as an investigation of relation between pre-service kindergarten teacher's creative personality and teacher's efficacy. Subjects of this study were 160 third grade students of S collage & Y collage. They were major in infant or early childhood education and have an field practice experience of nurture and education. Tool for measurement is Creative Personality Scale of Ha Juhyun and TEBI(Teaching Efficacy Belief Instrument) teacher's efficacy test which is modified by Kim Sunnam. The collected data were analyzed by one-way ANOVA, post hoc Scheffe' test, Pearson's correlation and stepwise regression. The following results were obtained. First, there is no difference in creative personality according to academic grade, age, experience of leadership in collage. Second, there is a static relation between age of pre-service kindergarten teacher and teacher's efficacy especially personal teacher's efficacy. Third, points of creative personality is relative to teacher's efficacy, especially relative to personal teacher's efficacy. Among the sub-factors of creative personality, factors estimates teacher's personal efficacy are 'self belief, imagination and open mind'. On these ground, I comment on curriculum which will educate creative personality of pre-service kindergarten teacher.

• Journal of Families and Better Life
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• v.34 no.1
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• pp.49-63
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• 2016

This study was conducted to investigate a correlation of factors that have an influence on the happiness of college students, and to investigate the effect of factors on happiness of college students by analyzing the structure of influencing factors of happiness. To this end, 430 freshmen in college were selected and tested on character, self-esteem, self-leadership, and happiness. The measurement tools used in this study were the 30 questions of Character Scale that Choi Min-Soo and Im Eun-Young(2013) developed and modified by Im Eun-Young(2015), a Self-Leadership Scale of Manz(1998) classified into behavioral strategy and cognitive strategy that Wang Ji-Seon(2011) translated and modified. a Self-Esteem Scale(SES) of Rosenberg(1986) that the researcher modified and used, and The Oxford Happiness Questionnaire of Hills and Argyle(2002) that Choi Yo-Won(2002) translated and the researcher modified. According to the research result, for correlation with happiness, self-esteem was .86, self-leadership was .74, and character was .66, and for correlation with self-leadership, character was .70, self-esteem was .66, and correlation between character and self-esteem was .57. Secondly, for direct effect on happiness, self-esteem was .62, character as .20, self-leadership was .19, and for direct effect on self-leadership, character was .49 and self-esteem was .38. Thirdly, indirect effect of character on happiness through self-leadership was .94 and indirect effect of self-esteem on happiness through self-leadership was .73. Through these research results, it was identified that character, self-esteem, and self-leadership of college students are the influencing factors on happiness, and that self-esteem is the biggest influencing factor on happiness of college students among the three variables. The results of this study suggested that university students' personality had a positive relationship with self-esteem and that university students' personality, self-esteem, and self-leadership altogether had a direct influence on happiness. Moreover, both personality and self-esteem of university students had an indirect influence on happiness through their self-leadership.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.65-82
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• 2017

The purpose of this study was to provide a better understanding of the relationship between teaching entry motivation and teaching competence by examining the role of self-encouragement as a mediator. Data were collected from 202 students at university(Dept. of Early Childhood Education) in Daejeon. The results were as follows. First, there was the significant differences in teaching competence level by self-encouragement and teaching entry motivation styles. Second, It was also found that students with intrinsic motivation conceived higher teaching competence than others. The more students self-encouraged, the higher teaching competence they conceived. Third, it was found that the self-encouragement partially mediated the relationship between intrinsic teaching entry motivation and teaching competence. Also, it was analyzed that the self-encouragement fully mediated the relationship between extrinsic teaching entry motivation and teaching competence. Finally, it is necessary to understand of the teaching entry motivation styles and of the importance of the self-encouragement.

• Korean Journal of Childcare and Education
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• v.8 no.2
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• pp.5-26
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• 2012

The purpose of the study was to review the literature with the following three themes : 1) the necessity and benefits of inclusion for young children with severe disabilities, 2) the solutions to overcome the concerns for the inclusion of young children with severe disabilities, and 3) the implication for the inclusion of young children with disabilities in Korea. The results of the study indicated that it was necessary to support pre-service and in-service early childhood education teachers to be professional educators who can create the most effective inclusive educational environments. As well, the results showed that teachers, parents, and relevant professionals need to use various strategies to activate inclusive education for young children with severe disabilities. Based on the review, the study provided the instructional strategies and educational implications for the effective inclusion of young children with severe disabilities.