예비 영유아교사의 모의수업 불안에 관한 연구

Abstract

Objectives This study examines how the general characteristics major satisfaction, and positive psychological capital of pre-service early childhood teacher are related to simulated instruction anxiety, and confirms their rela-tive influence on simulated instruction anxiety. Methods The subjects of this study are 190 university student enrolled in departments related to childcare and early childhood education. Descriptive statistical analysis and correlation analysis were performed using SPSS program, and the relatiove influence of variables affecting simulated instruction anxiety was conformed through hierarchical multiple regression analysis. Results First, all sub-factors of the general characteristics, major satisfaction, and positive psychological capital of pre-service teachers’ showed a negative correlation with simulated instruction anxiety. Second, as a result of examining the relative influence on pre-service teacher’s simulated instruction anxiety, it was found that the in-fluence was in the order of self-efficacy, number of simulated instruction participation, and satisfaction with major subjects. Conclusions This study is significant in that it identified variables that affect pre-service teachers’ simulated in-struction anxiety in an academic reality where there is little actual research on simulated instruction anxiety. This study can be used as basic data for developing early childhood teacher training curriculum and programs.