• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2537-2547
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• 2015

The aim of this study was to examine the longitudinal effect of Pre-service Teacher Education Program for Children's Creativity. The participants of this study were 67 pre-service teachers in Seoul, Kyungggi-do, and Chungcheong-do, Korea. Thirty-six pre-service teachers were assigned to the control group and pre-service teachers were assigned to the experimental group. Pre-service teacher's creativity was measured in three times. TTCT was applied to measure pre-service teacher's creativity and their children's creativity. Multivariate Latent Growth Model was applied to verify the effect of the program on pre-service teacher's creativity. Also, Multiple Regression was used to examine the effect of the program on their children's creativity. As a result, the participation of the program was longitudinally effective on not only pre-service teacher's creativity development but also their children's creativity. The results of current study suggested that it is necessary to help the pre-service teachers foster their creativity in early childhood teacher preparation program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.149-156
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• 2019

This study investigated the effects of academic self-efficacy and resilience on perception of professionalism. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform MANOVA and Multiple Regression Analysis. (1)The self-regulatory efficacy was significantly different according to grade and experience of child care practice. (2)The control and sociality, positivity were significantly different according to grade and experience of child care practice. (3)The perception of professionalism was significantly different according to grade and experience of child care practice. (4)The self-regulatory efficacy and the difficulty preference affected perception of professionalism. (5)The positivity and control affected perception of professionalism. This study indicated that it is necessary to make efforts for increasing perception of professionalism in pre-service early childhood teachers.

• 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.

• Korean Journal of Human Ecology
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• v.21 no.1
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• pp.113-128
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• 2012

The purpose of this study was to identify key components in developing educational programs designed to enhance pre-service teachers' professionalism. Key program characteristics identified and implemented through this study are as follows: First, programs should provide opportunities for trainees to reflect on goal identification and setting goals as professional teachers. Second, programs should emphasize the relationship between the pre-service teachers' personal qualities and professional development. Third, programs should include and integrated and holistic approach to integrating content and teaching methodology. Fourth, the program's educational content should unfold in a gradual and sequential manner. Fifth, the program should support a strong relationship between senior teachers and juniors pre-service teachers. Sixth, the program should take advantage of the physical and human resources in the pre-service teacher's community. Seventh, the program should employ circular and formative evaluation of contents and teaching methods as a way of facilitating development and improvement. This study develops and demonstrates an extensive model program that fits these criteria. Also included is discussion related to further studies.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.418-430
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• 2017

This study examined the process, difficulties and understanding of making teaching materials by investigating the pre-service early childhood teachers' experience of making such materials. The results of the study would help in the design direction and methods of education for pre-service teachers in how to make materials. A total of 30 university students, who took the course of 'Early Childhood Educational Materials and Research Method' in B university, participated in the study. At the exploration stage, the pre-service teachers utilized the teacher guidance of Nuri curriculum, major books, internet materials, and their observation experiences in kindergartens. At the planning stage, they considered chiefly the children's interest and level, explored materials sufficiently, and selected the production method carefully. At the production stage, they performed basic hard work to prevent rework and tended to stick to the basics beyond their initial ambition as the work progressed. The difficulties that they faced, feeling pressured, were making materials based on their imagination without experiencing much from the infants, feeling embarrassed when things did not progress as planned, and feeling a sense of loss when comparing with other friends. Through these difficulties, the importance of precise planning, executing the process thoroughly, and repeatedly checking and reviewing the entire process of making textbooks and materials were realized. In addition, there is a need to search for a better development direction for the effective development of teaching textbooks and materials.

• Korean Journal of Human Ecology
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• v.20 no.3
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• pp.561-582
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• 2011

The purpose of this study was to investigate the current status of pre-service curriculums for child care teachers at universities and colleges in Korea. To accomplish this, a survey was implemented to gather the lists of courses from each department training pre-service child care teachers. A total of 225 departments at universities and colleges across Korea participated in the survey. The results showed that the 37 different courses offered for child-care teacher licensure were different by school type (university or college) and major. Departments in colleges with specific majors such as early childhood education and social welfare offer courses that are also required for other certificates, including kindergarten teachers or social workers, so pre-service child care teachers may not have the opportunity to take courses specifically designed for their specific teaching needs or interests. Accordingly, there may be a restricted number of courses from which to choose during pre-service training periods. Based on the findings from this study, several political implications for improving child-care teacher professionalism were suggested.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.135-158
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• 2013

The purpose of this study was to investigate the relationships between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. A total of 294 pre-service early childhood teachers responded to a questionnaire that examined their pedagogical content knowledge in science teaching, attitude toward science, and science teaching efficacy belief. The results of this study were as follows: First, teachers had average pedagogical content knowledge in science teaching. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Second, the teachers' recognition was below average in attitude toward science and science teaching efficacy belief. The groups of 3rd and 4th grades were significantly higher than the 2nd grade group. Third, a meaningful statistical relationship was found between the pedagogical content knowledge in science teaching of pre-service early childhood teachers and their attitude toward science and science teaching efficacy belief. As the score of pre-service early childhood teachers in pedagogical content knowledge in science teaching became higher, the score in attitude toward science and science teaching efficacy belief became higher.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.271-283
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• 2008

The purpose of the study was to assess the knowledge of infant development of child care teachers, undergraduate students majoring in child development at universities, and the students at child care training centers. A questionnaire was distributed to 126 in-service and 187 pre-service child care teachers. Data were analyzed by t-test, F-test, Correlation. The results showed that the mean scores of subjects on the Knowledge of Infant Development Inventory (KIDI) were relatively low. Among the 3 groups of subjects, child care teachers had the lowest scores on the KIDI. There were individual differences in the knowledge of infant development by school year, the length of work experience, marital status, age of child, attendance at in-service training events, and kind of license.

• 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.