• 제목/요약/키워드: early childhood preservice teacher

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Study on the Experiences of Preservice Teacher in Early Childhood Education on Learning Content in English (예비유아교사의 영어 전공수업 경험에 관한 연구)

  • Ahn, Hyo-Jin;Kim, Eun-Hyun
    • Korean Journal of Human Ecology
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    • 제21권4호
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    • pp.629-647
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    • 2012
  • This study explored what Korean college students, especially preservice teacher in early childhood education, experienced and how they constructed the meanings of experiences about their subject- matter course (early childhood mathematics education) taught in English. One cohort- 20 senior students- majoring in early childhood education in a 4-year university was participated in this study. Using action research method and narrative research method, data were analyzed. The findings were as follows: 1) preservice teacher experienced some difficulties to construrct professional knowledge through English. 2) They challenged to overcome these difficulties through active participation. 3) They got supports from instructor and peer group. 4) They accomplished the course with self-satisfaction. 5) They experienced the conflicts between social requirements and personal needs.

A study on the Conflict of preservice teachers affected by the Role recognition and Performance of Cooperating teachers in the Early childhood education practicum (유아교육기관 실습지도교사의 역할인식과 수행에 따른 예비교사의 갈등에 관한 연구)

  • Kim, Seon-Hae;Kim, Kyu-Soo
    • Korean Journal of Human Ecology
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    • 제17권2호
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    • pp.223-233
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    • 2008
  • The purpose of this study was to find out conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum. The following research questions were established in order to achieve this purpose. First, Is there any differences in conflict of preservice teachers according to their personal variables? Second, Is there any differences in the role recognition and performance of cooperating teachers according to their personal variables? Third, Is there any differences in conflict of preservice teachers according to the role recognition and performance of cooperating teachers? The subjects of this study were 214 pairs of cooperating teachers who taught preservice teachers. The data were collected with the role recognition and performance of cooperating teachers and conflict of preservice teacher instrument and analyzed by t-test and ANOVA using SPSS 14.0 software. The results show that there was significantly difference conflict of preservice teachers according to their personal variables. Second, there was significantly differences the role recognition and performance of cooperating teachers according to their personal variables. Third, there was significantly differences conflict of preservice teachers affected by the role recognition and performance of cooperating teachers in the early childhood education practicum.

The Influence of Early Childhood Preservice Teachers' Aptitude of ChildCare Teacher on their Perception of Teacher Professionalism (예비보육교사의 보육교사 적성이 교사전문성 인식에 미치는 영향)

  • Kim, Young-Tae
    • Journal of the Korea Academia-Industrial cooperation Society
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    • 제20권7호
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    • pp.317-324
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    • 2019
  • The purpose of this study is to find how the childcare teacher aptitude of students majoring in childcare and education influences their perception of teacher professionalism. To achieve that, a questionnaire survey was conducted with 216 early childhood preservice teachers living in A city. For data processing and analysis, SPSS program was used so as to conduct frequency analysis and calculate the mean and standard deviation. In addition, to test reliability and find relations between variables, Cronbach's ${\alpha}$, correlation analysis, and multiple regression analysis were conducted. As a result, firstly, in terms of the childcare teacher aptitude perceived by the students majoring in childcare and education, they highly perceived an affinity with young children and a sense of calling of their job; in terms of their perception of teacher professionalism, they highly perceived social necessity and vocational ethics. Secondly, early childhood preservice teachers' childcare teacher aptitude had a statistically significant correlation with their perception of teacher professionalism. Thirdly, the sub factors of early childhood preservice teachers' childcare teacher aptitude all positively influenced the sub factors of the perception of teacher professionalism. Given the study results, the students majoring in childcare and education perceived the importance of their aptitude of childcare teacher. In order to provide high-quality childcare service and create the positive aptitude of childcare teacher, it will be necessary to conduct a variety of basic research.

An Analysis of Factors Influencing Preservice Early Childhood Teachers' Education Commitment - Focusing on Education Practicum, Teacher Efficacy, Emotional Intelligence - (예비 영·유아교사들의 교육헌신에 영향을 미치는 요인분석 - 교육실습, 교사 효능감, 정서지능을 중심으로 -)

  • Kim, Bo-Young
    • Journal of Korea Entertainment Industry Association
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    • 제13권7호
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    • pp.385-395
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    • 2019
  • The purpose of this study is to cultivate the attitudes of preservice early childhood teacher's commitment by analyzing the effects of education practicum, teacher efficacy, and emotional intelligence on teacher's education commitment and analyzing the relationship between them. To this purpose, a total of 150 questionnaires were distributed to 75 preservice early childhood teachers of the metropolitan area from November 1, 2018 to March 2019. The results of the study were as follows: First, education commitment of preservice early childhood teachers was positively correlated with teachers' efficacy, emotional intelligence, and education practicum experiences. Second, education commitment increased when the emotional intelligence increased before the education practicum experience, and education commitment increased when the teacher's efficacy increased after education practicum experience. In light of these, It suggests that programs or content education that can strengthen emotional intelligence are effective before education practicum. and that programs or content education that enhance teacher efficacy capacity are more effective after education practicum.

Study on Process of Changes of Thinking and Experience Through Early Childhood Multimedia Education (멀티미디어교육과정에서 나타난 예비유아교사의 인식 변화 연구)

  • Jung, Hye-Seung
    • Journal of the Korea Academia-Industrial cooperation Society
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    • 제15권2호
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    • pp.855-865
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    • 2014
  • The purpose of this study is to analyze the process of changes occurred during the early child hood multimedia education in order to understand experiences and thoughts of Preservice Early Childhood Teachers who have participated in early child hood multimedia education. As a result of the study, firstly Preservice Early Childhood Teachers experienced changes of insight and awareness on the existing multimedia through multimedia education. Secondly, regarding providing multimedia to early child, Preservice Early Childhood Teachers realized that early child will experience various multimedia in addition to educational sites and it is inevitable. Thirdly, in relation to the classes related to multimedia education, Preservice Early Childhood Teachers were not be able to connect between multimedia and early child education and they felt burden to use them for the purpose of the education. Lastly, as Preservice Early Childhood Teachers experienced that their negative thoughts on multimedia were changed to positive through the education on early child hood multimedia education, they required detailed education on multimedia.

Effects on Mainstreaming of Circle Activities about Disabilities : Preservice Early Childhood Teachers' Attitudes, Efficacy, and Performance (예비유아교사의 장애관련 동아리활동 경험이 장애유아 통합교육에 대한 태도와 교사효능감 및 교수수행에 대한 인식에 미치는 효과)

  • Yang, Jin-Hee
    • Korean Journal of Child Studies
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    • 제28권1호
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    • pp.147-170
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    • 2007
  • This study investigated the effect of circle activities about disabilities on preservice early childhood teachers' mainstreaming attitudes, teaching efficacy and teaching performance. Subjects were 40 preservice early childhood female teachers(20 each in the experimental and control groups). Experimental group circles met weekly for 4 hours over 24 weeks. Circle activities included viewing and discussing films and readings about disabilities, and observation and participation in mainstreaming classrooms of kindergartens and child welfare centers. Results were that the experimental group preservice teachers' attitudes and efficacy toward mainstreaming were positive in comparison with those of the control group. Experimental group preservice teachers' mainstreaming teaching performance improved by comparison with the control group.

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The Study of Preservice Teachers' Perceptions about Children from Single Parent Families (한부모가족 아동에 대한 예비유아교사들의 인식연구)

  • Ahn, Hyo-Jin;Lim, Youn-Jin
    • Journal of the Korean Home Economics Association
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    • 제44권3호
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    • pp.61-68
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    • 2006
  • The purpose of this study was to explore the perceptions of preservice teachers toward children from single parent families. 218 preservice teachers (209 female and 9 male) who were enrolled in the department of early childhood education and child care & education were participated in this study. A questionnaire was developed based on the questionnaire developed by Song, Sung, & Han (2003). Data were analyzed by using SPSS 11.5. The results were followed. First, preservice teachers' personal experiences of single parent families did not influence their perception of children from single-parent family. Second, preservice teachers who strongly held the view of keeping traditional family structure showed negative expectations of children's school adjustment. Third, preservice teachers reported the importance to help the children adjustment at school as well as to deal with their personal and family problem. The results presented that there was an increasing need in teacher education, to develop curriculum for preservice teachers to have balanced views or reduce their biased perception against diverse family structure and children from single parent families.

Analyzing Creativity of Early Childhood Preservice Teacher based on Gender Roles Identity (예비유아교사의 성역할 정체감에 따른 창의성의 차이)

  • Youn, Jeong-Jin;Seo, Hyun-Ah
    • The Korean Journal of Community Living Science
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    • 제21권2호
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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.

Learning Experiences of the Project Approach in Early Childhood Preservice Teachers (예비유아교사가 경험한 프로젝트 접근법)

  • Yang, Jung-Eun
    • Journal of Korea Entertainment Industry Association
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    • 제13권8호
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    • pp.457-467
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    • 2019
  • The purpose of this study is to find out how those taking early childhood preservice teachers experience their learning through learner-centered education and the meaning given by such experiences to grasp their values. Especially, to look into experiences of learning the project approach theory studied and directly experienced, which is one of the early childhood educational approach methods, data on participatory observation, personal interviews, personal reflective journals, activity reports and ect. were collected and analyzed by the current writer, who fully participated in the class. The meaning of early childhood preservice teacher'experiences in the project approach was analyzed from the two aspects of 'my' learning activities and 'teacher's teaching activities. In the aspect of 'my' learning activities, they got indulged through purposeful practices in the process of tackling problems that originated from personal interest and wanted to share the joy of learning they'd had with others. Aware of themselves as doers of behavior and thinking, they were found to be able to focus an 'my' own learning activities based on these learning experiences of theirs. In the aspect of 'teacher's teaching activities, project theories and practices done at the same time helped them internalize the project and they learned possible changes ign the project by experiencing actual cases. To sum up, the project approach has its meaning in that it not only helps teachers learn theoretical knowledge but also have reflective thinking through their experiences as doers of learning and form practical knowledge. Accordingly, it indicates th need for intensive discussion on the project approach as a way to educate pre-teachers or current ones.

Implementation and Effect of a Professional Development Program for Preservice Early Childhood Teachers through Career Portfolio (커리어 포트폴리오를 활용한 예비유아교사 전문성 강화 프로그램 적용 및 효과)

  • Yoo, Soo Kyung
    • Korean Journal of Childcare and Education
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    • 제7권4호
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    • pp.223-252
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    • 2011
  • The purpose of this study was to examine the effect of a professional development program developed to provide an opportunity for early childhood teachers to build a firm educational belief as teachers, to have an insight into their own abilities, to keeping on reflecting on themselves and to make a prolonged effort for self-development in pursuit of an ideal life as early childhood teachers by making portfolio. And it's additionally meant to give some suggestions on the efficient implementation of the program in the future. The subjects in this study were 26 early childhood education majors. The program was provided during an eight-week period of time, and both of the collected quantitative and qualitative data showed that the program produced positive effects. The findings of the study indicate that the professional development program for preservice early childhood teachers that used career portfolio could be one of good ways to facilitate the professional development of preservice early childhood teachers and to overcome a lot of problems with education of early childhood teachers, which is lately one of primary social issues.