예비유아교사의 실습경험에 관한 질적 메타분석

Abstract

Objectives In this study, we intend to broaden our understanding of the practice experiences of pre-service early childhood teachers through a qualitative meta-analysis of the practice experiences of pre-service early childhood teachers and to investigate the future direction of practice for pre-service early childhood teacher. Methods This study analyzed the practice experiences of pre-service early childhood teacher through qualitative meta-analysis based on the qualitative meta-analysis execution process of Noblit and Hare (1988). Qualitative meta-analysis is largely divided into the first half and the second half. In the first half, research materials were collected and analysis subjects were selected, and in the second half, the results obtained by comparing and analyzing the selected research materials were categorized. Results As a result of comprehensively exploring the practice experiences of pre-service early childhood teacher, pre-service early childhood teacher experienced the practice process centered on ‘change in perception, practice of education, and enjoyment of relationships’. During the practice process, pre-service early childhood teacher experienced changes in their perception of young children, recognition of themselves as subjects in their surroundings, experience of practical knowledge, experience exhaustion, reflective thinking, interacting with teachers based on trust and support, and forming positive relationships with children through emotional enjoyment. Conclusions Based on the results of this study, we can consider emphasizing the active participation of young children and pre-service early childhood teacher, cultivating practical knowledge that combines theory and knowledge, promoting reflective thinking to coordinate the light and shade of practice, and forming a positive relationship with teachers and young children based on emotional support.