감정일기를 통해 살펴본 예비 유아 교사들의 교육 실습 경험 탐색

Abstract

The current study explored early childhood pre-service teachers’ emotions and experiences during student teaching through their daily emotion logs. Fifty students who enrolled in student teaching courses at one 4-year university in a G-province participated in this study. Throughout 19 days in their student teaching, 815 emotion logs were collected. Word Cloud was utilized to visualize the tendency of pre-service teachers’ emotions during student teaching. As a result, emotions of worries, happiness, satisfaction, and sense of accomplishment were prominent in the first week, emotions such as tranquility and respect were appeared in the second week, emotions of confusion, fear, and anxiety were reported frequently in the third week, and emotions of happiness, worries, satisfaction, and tranquility were reported often in the last week. Also, to examine the meaning of student teaching for pre-service teachers, emotion logs were analyzed. Emerging themes include vague worries and fear, tiredness and fatigue, sense of belonging, lack of capability after the first teaching, and sense of expectancy. The findings of this study will contribute to teacher preparation programs to better understand and better support pre-service teachers’ student teaching experiences.