프로젝트 기반 학습을 적용한 수업이 예비유아교사의 자기주도 학습능력과 협력적 자기효능감 및 학습 만족도에 미치는 영향

Abstract

Objectives The purpose of this study was to investigate the effects of teaching using Project-based learning on self-directed learning, cooperative self-efficacy and learning satisfaction of pre-service early childhood teachers.
 Methods The subjects of the study were 56 pre-service early childhood teachers who had studied ‘Theory of Teaching Methods for Young Children’ during the first semester of 2022. Data were collected by carrying out team assignments, activity reports and reflection diaries, and filling out questionnaires at the beginning and end of the semester. The collected data for quantitative analysis were analyzed for the effect of each dependent variable through technical statistics and t-test of the corresponding sample using SPSSWIN 25.0, to support the results, self-directed reflection journals and a qualitative data were analyzed.
 Results The Results are as follows: First, teaching using Project-based learning had a positive effect on improving self-directed learning, and had the effect of enhancing all sub-factors. Second, teaching using Project-based learning had a positive effect on improving cooperative self-efficacy, and had the effect of enhancing all sub-factors. Third, teaching using Project-based learning had a positive effect on improving learning satisfaction, and had the effect of enhancing all sub-factors.
 Conclusions These results suggest that it is necessary to actively apply it in the training process of pre-service early childhood teachers as teaching using Project-based learning has a significant effect on the pre-service early childhood teachers' self-directed learning, cooperative self-efficacy and learning satisfaction.