유아교사교육과정에서의 인공지능 관련 교과목 개설현황 및 현직교사의 경험

Abstract

Objectives This study analyzed the current status of AI-related curriculum offered in early childhood teacher edu-cation programs and explored the experiments of current teachers regarding AI education.
 Methods To achieve this, the study analyzed the websites of 61 universities with departments of early childhood education that had established AI-related curriculum, frequency and percentages were calculated. Additionally, in-depth interviews were conducted with seven current teachers who had experience with AI education, using a qualitative data analysis approach to examine their experiences.
 Results The results of the study are as follows: Firstly, in terms of the current status of AI-related curriculum in early childhood teacher education programs, 49 courses were offered in four-year universities, and 45 courses were offered in three-year(or two-year) colleges. Both four-year universities and three-year(or two-year) col-leges offered the highest number of courses in the first semester of the first year. While four-year universities offered courses with major studies worth three credits, three-year(or two-year) colleges had more courses with general education worth two credits. Secondly, from the perspective of current teachers' experiences with AI ed-ucation, the study identified how current teachers get rid of a sense of vague apprehension, anxiety and negative perceptions, and specified the experiences of engaging with AI education through play.
 Conclusions This study contributes foundational data for the implementation of AI education in pre-service early childhood teacher education programs.