예비유아교사의 영유아 부적응행동 지도에 대한 표상 변화

Abstract

Objectives The purpose of this study was to explore the changes in the representation of the pre-service early childhood teachers' maladaptive behavior guidance through the experience of taking socialization-related subject. Methods The study participants were 49 students in the 3rd year of the Dept. of early childhood education at U college, and the course was held from March 3 to June 2, 2022. And the images and word representations of pre-service early childhood teachers' maladaptive behavior guidance were collected and analyzed. Results As a result of the study, the changes in the representation of the pre-service early childhood teachers' maladaptive behavior guidance were as follows. First, it appeared as ‘absence and filling of maladaptive behavior guidance reality’, and in the case of subcategories, ‘intense emotions due to absence of reality’ at the beginning of class, and ‘ideas of practice to be filled’ at the end of class. Second, it appeared as ‘following and pioneering the teacher's role in guiding maladaptive behavior’, and in the case of subcategories, ‘preconception toward teachers and children’ at the beginning of class, and ‘affirmation of self and children as a pre-service early childhood teacher’ at the end of class. Conclusions The results of this study will be able to provide basic data and educational implications to suggest the direction of teacher education for more desirable maladaptive behavior guidance of pre-service early childhood teachers.