• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.219-239
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• 2012

The purpose of this study was to analyze pre-service teachers' perceptions and change on the images about young children. The subjects of this study were 31 students in the early childhood department at a university. It was a longitudinal study conducted for four years. The data regarding the images that students had about young children were collected by having them answer a question. The question was "Young children are... Because of..." Subjects were asked to answer that question when they were freshmen and then, to answer the same question when they were seniors in order to see the change. A content analysis and frequency were conducted. The study of the results could be summarized as follows. Firstly, from their first year to senior year, the images that pre-service teachers perceived such as, vibrant active beings and beings with various characteristics" did not change. However, the images such as "being who was capable of interacting with environments" had changed. And the new image which viewed a child as a being who should be respected emerged. Secondly, the factors that influenced the image changes were based on the experience of working as assistant teachers at an early childhood setting, and practicum. Therefore, a systematic work on assistant teachers should be done and a concept about child-center education should be built.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.181-200
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• 2013

This study aimed at exploring how an instructor constructs meanings through content-based instruction (CBI) offered to pre-service teachers majoring in early childhood education. The course, early childhood mathematics education, was conducted during the spring semester in 2011. This study adopted a narrative inquiry, and data were collected through observations, interviews, and work samples. This study found that during the whole process from the preparation phase to the end-of-program evaluation, the instructor captured diverse challenging moments. During the preparation phase, she needed to have careful orchestration in designing lessons in order to overcome her feeling of pressure as a non-native speaker of English and design the integration of contents and English language learning to be truly powerful. In the phase of implementation, the lack of student motivation and building a good rapport between the instructor and the students were certainly challenges. The result of the student evaluations weakened her desire to implement CBI. The instructor incorporated diverse instructional strategies to overcome the obstacles. The instructor's experiences in this study will positively shape future educators' thinking and learning about meaningful and appropriate academic English instruction for content-area teaching of college students who were majoring in early childhood education.

• Journal of Christian Education in Korea
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• v.73
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• pp.73-91
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• 2023

This study aims to provide basic data for revitalizing creativity research related to early childhood teachers by analyzing creativity research related to early childhood teachers. For this study, 103 master's and doctoral dissertations in Korea, which were searched through the National Assembly Library and the Research Information Sharing Service (RISS), were selected under the themes of 'early childhood teacher', 'creativity', and 'creativity research trends'. The frequency and percentage were calculated by analyzing creativity research related to early childhood teachers with five criteria: research period, research content, research method, research subject, and creativity factor. As a result of the study, first, as for the trends of creativity research related to early childhood teachers, 91 master's theses (88.3%) and 12 doctoral theses (11.7%) were conducted from 1991 to 2022, focusing on master's theses. Second, trends by research content were found in 20 basic studies (19.4%) and 83 practical studies (80.6%). Creativity research related to early childhood teachers is being actively conducted centering on practical research. Third, trends by research method showed 96 quantitative studies (93.2%), 7 qualitative studies (6.8%), and 0 literature studies (0%). Creativity studies related to early childhood teachers were being conducted with a focus on quantitative research. Fourth, the trend by research subject consisted of 100 studies (97.1%) related to early childhood teachers and 3 studies (2.9%) related to pre-service early childhood teachers. Fifth, trends by creativity factor were found in 56 studies (54.4%) related to teacher's variables and 47 studies (45.6%) related to creativity education methods. Studies related to teacher's variables were relatively higher than creativity education methods. As a result of this study, there is a lack of Christian education research in creativity research related to early childhood teachers, so it is expected that it will be done in the future.

• Korean Journal of Human Ecology
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• v.12 no.5
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• pp.687-697
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• 2003

This study was conducted to investigate the antecedents of teachers' science teaching efficacy in day-care setting. Also, this study aimed to identify relationships between day-care teachers' personal science teaching efficacy and their perspectives on early childhood science education. The subjects were 176 day-care teachers in rural area of ChoongCheongNam-Do. The survey method was used to collect data from the day-care teacher. The instrument were Rigg & Enochs(1990)'s Science Teaching Efficacy Belief and Kim(l998)'s scales for the Goa1s in Early Childhood Science Education. Main results were as follows: 1. Day-care teachers' personal science teaching efficacy were significantly related with the personal variables such as teachers' education, in-service science workshops, science book reading, science-related hobby but not with teachers' age, pre-service science credits and total years of teaching experience. 2. Among the environmental variables, science activity areas were significantly associated with day-care teachers' personal science teaching efficacy. However, location of day-care center, age of children, number of children, teacher-child ratio, facilities for science education and scheduled time for science education did not affect it. 3. Day-care teachers of high content- and process-oriented goals in early childhood science education were highly efficacious teacher, while the teachers of low content- and process-oriented perspectives gained the lowest score. However, the content-oriented teachers and the process-oriented teachers did not differ in terms of day-care teachers' personal science teaching efficacy.

• Journal of the Korea Society of Computer and Information
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• v.27 no.8
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• pp.263-269
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• 2022

This study is to propose a FOCUS Teaching & Learning model to educate pre-service early childhood teachers and in the era of convergence and integration and the Fourth Industrial Revolution. In an era where the use of digital technology is maximized due to COVID-19, boundaries of each fields are blurred and convergence is emphasized, a teaching and learning model is needed to strengthen capabilities of freshmen at colleges that train specialists. This study proposes ways to vitalize ICT education in early childhood education and proposes an integrated teaching and learning model. Through this model, pre-service early childhood teachers will be able to enhance their digital capabilities and contribute to the field of early childhood education by producing video content, activities and teaching aids to be provided to early childhood education institutions. In addition, the model can be applied to areas other than early childhood education to improve digital capabilities through video production and utilization.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.451-459
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• 2020

In this study, data were collected from currently employed early childhood teachers in order to explore the factors affecting the teacher efficacy of early childhood teachers and 202 data were analyzed. Frequency analysis, correlation analysis, and multiple regression analysis were performed on the subjects' general characteristics, empathy, resilience, and teacher efficacy. As a result of the study, factors influencing early childhood teachers' teacher efficacy were identified as educational experience, job achievement, empathy, and resilience, and the explanatory power of the variable was 57.2% (F=45.848, p<.001). In conclusion, the higher the resilience (β=.480), job achievement (β=.286), teaching experience (β=.197), and empathy (β=.141) of early childhood teachers the higher the teacher efficacy was. Therefore, the development and education of a curriculum that combines regular and non-regular education programs that can improve resilience, job achievement, and empathy from the period as pre-service teachers are required to improve teacher efficacy of early childhood teachers.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.177-200
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• 2015

The purpose of this study is to analyze physical activities in 'Teachers' Guidance Books for the Nuri Curriculum of 4-year-old children' through simulated instruction of pre-service teachers and, through this, to help them better perform physical activities in their field education for early-aged. The subjects of the study were 30 sophomore students in the early-aged children's Education Department in their 2ndsemester of K University located in Gyeonggi-province. For the analysis of physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children', a qualitative study was conducted and data were collected through informal interviews, reflective journals of pre-service teachers and 30 sessions of education assessment sports. The results of the analysis on the physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children' are as follows; first, preliminary teachers of early-aged children understood the major goal of physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children' as 'expressing.' Second, the teachers thought careful analysis is required on media such as 'video, illustration books, sounds, picture materials' presented together with physical activities in 'Teachers' Guidance Books for Nuri Curriculum of 4-year-old children.' Third, teachers pointed out 'activities that were difficult to understand for pre-service early childhood teachers' and 'improperly presented activities different from the title' as errors and problems in the performance of the Nuri Curriculum. Fourth, as for 'points to make improvement on', pre-service early childhood teachers' requested basic physical activities before the actual activities, the provision of proper actual materials, the necessity of active demonstrations of teachers and making a regulation for the situation of physical activities by early-aged children and teachers together. The results of the study illustrate that deep contemplation and judgment is required of the teachers before conducting physical activities of the Nuri Curriculum.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.267-277
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• 2020

The purpose of this study is to analyze the needs of experts in childhood education field on what is the primary core competency of the beginning childhood teachers to cope with the future society. For this, the survey was conducted for 252 of teachers in charge, assistant directors, and directors who are currently working at the daycare centers and kindergartens in Busan and Gyeongsangnamdo. In order to derive the requirement and priority on the core competencies required to beginning childhood teachers, 3-step analysis method of paired t-Test, Borich Needs Model Analysis, and the Locus for Focus was used. As a result, seven sub-competencies of five competencies of cooperation, communication, self-improvement and development, vocational ethics, and emotional intelligence was identified as the core competencies required by priority to the beginning childhood teachers in order to cope with the future society. These results may provide the basic data for designing the competence and field-based curriculum in the teachers' training schools for pre-service childhood teachers.

• Korean Journal of Childcare and Education
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• v.10 no.4
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• pp.97-118
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• 2014

The purpose of this study was to investigate perception and demand on early childhood science education lectures. In order to verify this purpose, it was applied to 228 pre-service teachers in a 3-year early childhood teacher - training department. There were 3 grades which finish the teacher practice. The results of this study were the following. First, they reported that the educational contents and the teaching skills they acquired in their preliminary program helped them in making class leading plans and leading skills for every activity pattern. Second, pre-service teacher wanted hands on practical activity that can be directly applied in the field.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.237-260
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• 2014

This research aims to find out what pre-service teachers are seriously concerned about and what they contemplated during the process of discovering the meanings of teaching, and to reveal the meanings compiled by the pre-service teachers. Furthermore, this research intends to identify the elements considered to help the pre-service teachers continue to construct the meanings of teaching in the education for pre-service daycare teachers by reviewing the process of contemplation. To do so, this study selected a target group of 29 seniors of M University who took the class of 'Teaching Method for Young children' given in the first semester of 2012 and 'Child Care and teaching Practice' given in the second semester of 2012. Research data collection was done based on the paper materials on participant observation, interview, student journals and professor feedbacks and small group discussion. According to the research, the pre-service teachers created the meanings of teaching as they experience confusion between one extreme to another of power and looking easy, having children focused and being focused, just giving and leaving and discrimination and equality. They considered teaching as a process of continuous reconstruction by choosing the best place between the opposites within the context of teaching and understood that teaching is to respect the right of learning for children and at the same time to make efforts to develop inner-self. In addition, to support the pre-service daycare teachers in their efforts to find the nature of teaching in the education program, it is required to review the teaching process from a variety of aspects in the atmosphere where they are not afraid of confusion, and to provide time to meditate alone and share ideas with others.