플립러닝을 활용한 놀이지도 수업에서 본 예비유아교사의 놀이교수효능감의 변화과정

Abstract

Objectives This study would investigate pre-service early childhood teachers’ experience in the class of play and early childhood education applying flipped learning.
 Methods For this purpose, this study chose 19 juniors in the Department of Early Childhood Education in a university located in the Gyeonggi-do area. For 4 months of the study period, the process of changing children’s play on their play-teaching efficacy of participating teachers was analyzed through formal and non-formal in-depth interviews. The collected data were recorded interviews and personal journals, which were analyzed in three steps, including description, classification, and interpretation.
 Results According to the collected date, the changes in belief in teaching efficacy are shown to change to knowing the necessity of play and its educational value, to increase self-confirence and self-esteem. Moreover, the changes in expectations of play teaching results are shown to change improving interactive skills for play support, enhancing of play teaching competency, and increasing in play support practice.
 Conclusions It is judged that the flipped learning teaching strategy will be a new alternative for effective university teaching strategy by applying it to the teacher training course.