언어네트워크 분석을 통한 예비영유아교사의 수업시연 내용 연구: 멘토링 중심 수업시연대회에 따른 변화

Abstract

Objectives In this study, we conducted a language network analysis of the content of the changing lesson demonstrations as pre-service early childhood teacher experienced mentoring-centered lesson demonstrations. Methods For this reason, after 264 chapters of the 1st Selection Tournament Warrior Materials and mentoring were conducted for 34 participants in the Class Trial Competition, 362 chapters of the 2nd Final Selection Tournament Warrior materials were analyzed. Data were compared by keyword frequency analysis, network structure analysis, centrality analysis, and CONCOR analysis using KrKwic and UCINET 6 programs. Results First of all, In the first round of competitions, Guys was mentioned most often after We, and in the second round of competitions, Teacher was mentioned after We. Second, the relationships between keywords in the utterances in the second round competition were more concentrated than those in the first round competition. In terms of degree centrality, betweenness centrality, and eigenvector centrality, Guys was ranked in the top 3 in the first selection competition, and Teacher was ranked in the top 2 in the second selection competition. Third, according to the CONCOR analysis, two main clusters appeared in the first round of competitions is teacher-centered interaction and explanation about the content of the activity. Two main clusters appeared in the second round of competitions is child-centered interaction and a method cluster was formed for young children to participate in activities. Conclusions The results of this study suggest that it is necessary to develop a curriculum in collaboration between universities and early childhood educational institution in order to improve the professional abilities of pre-service early childhood teachers.