현장 기반 중심 아동 안전관리 수업의 의미 탐색

Abstract

Objectives This study explored the meaning of a field-based child safety management class for prospective pre-service early childhood teachers.
 Methods The study period was from July to December 2021, and the participants were 61 prospective pre-service early childhood teachers who took the child safety management class at a two-year college located in S city. The study participants received a field-based child safety management class for 3 hours once a week for 15 weeks, and their reflective journals, class performance improvement evaluation sheets, end-of-semester reflection sheets, and researcher journals were collected and analyzed.
 Results The results showed that the prospective pre-primary teachers experienced “connecting theory and practice through field data,” “getting ideas for child safety classes through class case analysis,” “becoming a field-oriented teacher by inviting field experts,” and “enhancing child safety class competency through field-oriented class demonstrations.”
 Conclusions Through these results, it was confirmed that the field-based child safety management class for pre-service early childhood teachers had educational significance.