플립러닝을 적용한 유아동작교육 수업에서 본 예비유아교사의 경험

Abstract

Objectives This study would investigate pre-service early childhood teachers’ experience in the class of early childhood movement education applying flipped learning.
 Methods For this purpose, this study chose 8 juniors in the Department of Early Childhood Education in a college located in the Chungbuk area. This study was conducted from September 3 through December 13, 2019, for three hours once a week. The collected data were recorded interviews and personal journals, which were analyzed in three steps, including description, classification, and interpretation. To increase the validity of this study, a triangular method was employed, and to get rid of the researcher’s bias, constant reflection was made. The validity would be obtained through member check and the recruitment of researchers from outside.
 Results First, in the class of early childhood movement education applying flipped learning, the pre-service early childhood teachers resolved problems by moving their bodies themselves and recognized the pleasure of movement and the necessity of movement education through teaching peers with partners. Second, in the class of early childhood movement education applying flipped learning, changes in the pre-service early childhood teachers’ attitude to early childhood movement education are confidence in their teaching of movement and satisfaction with their teaching of movements for children. Third, in the class of early childhood movement education applying flipped learning, changes in the pre-service early childhood teachers’ knowledge of their teaching of movements for children are the understanding of early childhood movement education and the acquisition of expertise for the role of teachers of child movement.
 Conclusions It is judged that the flipped learning teaching strategy will be a new alternative for effective college teaching strategy by applying it to the teacher training course.