보육실습기관 교사 상호작용에 대한 예비유아교사의 경험

Abstract

Objectives This study was conducted to examine in depth the experiences of pre-service early childhood teach-ers regarding teacher interaction during the childcare practice period.
 Methods Twenty-nine students enrolled in the department of early childhood education observed overall teach-er-young children interaction through daily routines and the teacher's role in interaction between young children during the 6-week childcare practice period, and wrote a reflective journal based on their interaction experience. After the practice, the pre-service early childhood teachers participated in individual interviews.
 Results First, As a result of the study, the actual interaction experienced by pre-service early childhood teachers showed a very high negative response, with 47(27.0%) positive responses and 127(73.0%) negative responses to the six items of teacher-infant interaction. 30(25.9%) positive responses and 86(74.1%) negative responses were shown to show very high negative responses to the four items of teacher role in interactions between children. Second, There were 7 obstacles-negative evaluation, prejudice and discrimination, cold and hard tone and expression, ignoring requests or questions, inconsistent interaction, lack of recognition and encouragement, negative language- in the teacher interaction recognized by pre-service early childhood teachers. The 7 elements were largely divided into 3 categories: perception, attitude, and language.
 Conclusions The significance of this study is considered to be that it provides basic data for teachers to make in-teractions desirable and positive based on the interaction experiences that pre-service early childhood teachers experienced during the practice period.