• The Korean Journal of Community Living Science
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• v.21 no.2
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• pp.191-200
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• 2010

The purpose of this study was to research the differences between gender roles and creativity. This study was done based on 178 pre-service teachers who were from the Department of Early Childhood Education in Universities around the Busan area. The researchers have collected statistical data by questioning pre-service teachers about creative thinking tests, creative personality tests, and gender role identification awareness tests. The data was interpreted by the Paerson's Simple Product-moment Correlation Coefficient method, the one-way ANOVA method, and the $Sch\acute{e}ffe$ Post-hoc comparison method. According to this study, the group perceived of high androgyny type group showed the highest level in important factors of creative thinking, such as fluency, elaborateness, ness, and openness. This result meant that the more a pre-service teacher was aware of the identity of gender roles, the more she or he thought creatively. Additionally, the acceptance of authority, an element of the creative personality factor, showed the highest level in a high feminity type group. On the other hand, self confidence, inquisitiveness, and disciplined imagination showed the highest level in a group which perceived the identity of androgyny type roles.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.353-361
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• 2020

This study examined the effects of pre-service early childhood teacher's adult-attachment, mental-health and resilience on smartphone addiction tendency. The participants were 283 pre-service early childhood teachers in Seoul and Kyungkido. Collected self-report data were analyzed by correlation analysis and hierarchical regression analysis. The results were as follows. First, there were 228 people (81 percent) in the regular user group and 55 people(19 percent) in the risk user group. Second, there were significant differences in adult-attachment, mental-health and resilience according to smartphone addiction tendency. Third, anxiety(adult-attachment) and mental-health had a positive correlation, and control and affirmation(resilience) had a negative correlation with pre-service early childhood teachers' smartphone addiction tendency. Fourth, all variables influenced pre-service early childhood teachers' smartphone addiction tendency. This study provides practical suggestions for smartphone usage and preventive measures for pre-service early childhood teachers' smartphone addiction.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.293-302
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• 2018

This study examined early childhood pre-service teachers' anger-expression, ego-resilience, and teaching efficacy; the relationship among those three variables; and lastly, found out the relative influence of 'anger-expression' and 'ego-resilience' on their 'teaching efficacy'. 312 pre-service teachers, majoring in early childhood education at universities, participated in this study, and data were collected by survey questionnaires using research instruments of each of those three variables. The finding of this study showed that the early childhood pre-service teachers, scored high on the anger-expression, were scored low on ego-resilience and teaching efficacy; and those pre-service teachers, scored high on the ego-resilience, were scored high on their teaching efficacy. It was also found that the sub-factors' in 'anger-expression' and 'ego-resilience' affected the early childhood pre-service teachers' teaching efficacy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.417-424
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• 2017

This study investigated the relationship between pre-service early childhood teacher's metacognition and emotional intelligence on character development efficacy. The subjects were 218 pre-service early childhood teachers at university. A questionnaire, which required self-reporting by these teachers, was used to investigate the effect of their metacognition and emotional intelligence on character development efficacy. The data were analyzed by Pearson's correlation and stepwise regression. The study results were as follows. First, metacognition and emotional intelligence exerted an effect on the character development efficacy of pre-service early childhood teachers. Second, there were significant positive correlations between the metacognition and character development efficacy of the teachers. Third, there were significant positive correlations between the emotional intelligence and character development efficacy of the teachers. Fourth, emotional comprehension of others, emotional comprehension of own, error correction, and emotional activity were meaningful and influential variables on the teachers' self-leadership. These results increased the perception for the development of pre-service early childhood teacher curriculum about character development efficacy, metacognition and emotional intelligence of pre-service early childhood teachers.

• Journal of Digital Convergence
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• v.12 no.5
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• pp.403-413
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• 2014

This study is to select educational films suitable for enhancing creativity and personality in order to develop educational contents aimed at pre-service early childhood teacher. First, three film critics based on sub-elements of ego-identity selected final 59 films. Next, three education experts classified the 59 films into small groups based on components each for creativity and personality. As a result, first, films classified according to pre-service early childhood teacher' sub-elements of ego-identity, educational components for creativity, and educational components for personality were 8 in job, 7 in religion, 6 in politics, 7 in philosophical life style, 8 in friendship, 8 in relationship, 7 in gender role, and 8 in leisure activity. Second, verifying suitability of film critics and education experts using Delphi method in order to select educational films to enhance pre-service early childhood teacher' creativity and personality based on films was effective in increasing validity of the results of this research.

• Journal of Korea Entertainment Industry Association
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• v.13 no.5
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• pp.155-165
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• 2019

The sense of happiness of early childhood teachers has a great influence not only on teaching but also on infants. The purpose of this research is to investigate how prospective pre-service teachers' sense of happiness influence their teacher professionalism and teacher efficacy. The subjects were 264 pre-service teachers' in Gwangju metropolitan city and Jeollanamdo province. Statistical analysis of this study was done by Pearson's correlation coefficient and multiple regression analysis using SPSS WIN 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the sense of happiness on teacher professionalism and teacher efficacy. There was a significant positive correlation between external happiness, inner happiness, and self-regulated happiness, which are indicating that there is a meaningful correlation between pre-service teachers' sense of happiness, teacher professionalism and teacher efficacy. Second, the sense of happiness was an important factor for predicting the teacher professionalism and teacher efficacy of pre-service early childhood teachers. The results of this study show that the pre - service teacher 's sense of happiness is a predictor variable that positively affects teacher professionalism and teacher efficacy. In conclusion, It is meaningful in seeking ways to improve teacher education by enhancing the euphoria of prospective pre-service teachers during school life and strengthening positive aspects of the educational contents and processes of the institutions that train infant teachers.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.245-253
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• 2023

The purpose of this study was to investigate the effect of pre-service early childhood teachers' reality shock and school burnout on career search self-efficacy. The study participants were 195 pre-service early childhood teachers. The results of the study were as follows: First, it was found that pre-service early childhood teachers had relatively high level of reality shock, school burnout, and career search self-efficacy. Second, there was a significant positive correlation between reality shock and school burnout and negative correlation between reality shock, school burnout, and career search self-efficacy of pre-service early childhood teachers. Third, pre-service early childhood teachers' reality shock and school burnout significantly influenced career search self-efficacy. The result of this study provides educational basic data on an early childhood teacher training program in improving career search self-efficacy.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.227-238
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• 2022

This study is the case of non-face-to-face teaching-learning in the subject of "Research and Guidance on Early Childhood Materials" in the pre-child teacher training program. The study conducted a non-face-to-face teaching-learning model for 18 students at B University in region C who took lectures on 'Research and Guidance on Early Childhood Materials' in the first semester of 2021. As a non-face-to-face teaching-learning model, it consisted of video lectures, real-time zoom classes, and various forms of 'communication' through frequent feedback and interaction and 'participation'. As a teaching-learning strategy for the participation of pre-service early childhood teachers, comment on questions related to early childhood materials, in-depth reflection on early childhood materials through writing reflective journals and observation reports, and step-by-step presentation of making childhood materials plans, processes, and results were carried out. As a result of exploring the experience of making early childhood materials for pre-service early childhood teachers, factors such as "growth experience through trial and error," "thinking from child's point of view", "Increase efficiency and reduce burden through communication", "Process rather than result" and "The importance of communication and interaction in non-face-to-face classes"

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.3
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• pp.429-440
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• 2007

The aim of this study is to search for the effect of journal writing on the reflective thinking of pre-service teachers for young children. The question for this study is as follows: Would the journal writing experiences improve reflective thinking experiences of pre-service teachers for young children? The subjects were 50 sophomores in junior college, J city, and they were divided into a experiment group, and a comparison group. The experiment group had journal writing experiences for 8 weeks. The data was analyzed using T-test. The results are as follows: Journal writing activity revealed positive effect on reflective thinking level improvement of pre-service early childhood teacher.

• 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.