유치원 현장실습 경험을 통한 예비유아교사의 배움 탐구

Abstract

Objectives The purpose of this study is to explore how pre-service early childhood teachers' learning through kindergarten field practice experiences is to prepare the basis for semester system practice.
 Methods This study was carried out using a qualitative research method, and the research participants were 24 pre-service early childhood teachers in the 3rd year of the Department of Early Childhood Education at K University. The research data were collected observation records and reflection papers written by pre-service early childhood teachers during the kindergarten field practice. Data analysis was qualitatively open-coded, coded as keywords according to classification criteria, and categorized into similar contents.
 Results As a result of the study, the experience through field practice was, first, an understanding of the early childhood curriculum, an experience of integrated education linked to the Nuri curriculum, a change in the perspective of looking at play, and learning how to record one's own observations. Second, the understanding of the learner understands the age and developmental characteristics of young children, the characteristics of children's play, and the characteristics of cooperation and consideration between peers. Third, as a teacher's role experience, I realized that the environment for child-centered play, activity planning linked to play context, and interactive support for young children.
 Conclusions The direction of field-linked semester practice for pre-service early childhood teachers was sought and the establishment of a cooperative system was discussed.