마이크로티칭을 활용한 수업이 예비유아교사의 교수효능감 및 문제해결력에 미치는 영향

Abstract

Objectives TThe purpose of this study is to figure out the influence of the instructional work utilizing microteaching upon pre-service early childhood teachers’ teaching efficacy and problem solving ability.
 Methods To this end, the questionnaire survey and the self-directed reflective journal were carried out targeting 32 pre-service early childhood teachers who took a language guidance course in the first semester of 2022. The materials that were collected here were implemented the effect analysis by dependent variable through descriptive statistics and paired-sample t- test by using SPSS 21.0(ver.) statistical program. To back up the result, the self-directed reflective journal, which is qualitative data, was parsed.
 Results First, the instructional work using microteaching had a positive impact on the improvement in the teaching efficacy of pre-service early childhood teachers. There was an effect of promoting both the general teaching efficacy and the individual teaching efficacy as sub factors. Second, the instructional work utilizing microteaching had a positive influence upon the betterment in the problem solving ability of pre-service early childhood teachers. There was an impact of enhancing all the factors in the problem solving confidence, the approach & avoidance style, and the personal control as sub factors.
 Conclusions The instructional work utilizing microteaching led to being very effective for pre-service early childhood teachers to upgrade their teaching behaviors and further to organize classes, and to becoming an opportunity of having confidence and conviction as a teacher. In addition, the process of reorganizing a class from the perspective of young children connects theory and practice, thereby having an important significance in acquiring the practical skills along with the intellectual realm.