Pre-service early childhood teachers’ reflections on specialist teaching methods and their experiences regarding the transfer of knowledge from theory to practice

Objectives The purpose of this study is to find out the perceptions of pre-service early childhood teachers about early childhood education before and after taking the Early Childhood Curriculum course through metaphor analysis. Methods 35 pre-service early childhood teachers taking a class at S University in Asan, Chungcheongnam-do, collected and analyzed data using a metaphor questionnaire for early childhood education before and after taking the course (1 week) and after (15 weeks), resulting in a total of two upper categories and six lower categories. Based on this, we analyze the frequency of metaphor concepts belonging to each category and qualitatively analyze the reasons for the metaphor concept to understand pre-service early childhood teachers' perceptions of early childhood education. Results First, pre-service early childhood teachers' perception of early childhood education before taking the Early Childhood Education Curriculum course was high in the order of supporting the growth and development of infants, forming basic knowledge of infants as a member of society, and a sense of calling as a teacher. After taking the course, pre-service early childhood teachers' perception of early childhood education was high in the order that children's freedom and initiative were expressed, that members surrounding infants had to cooperate, and that continuous strengthening of teacher expertise was important. Second, pre-service early childhood teachers before taking the Early Childhood Education Curriculum course recognized infants as relatively passive beings by placing importance on their sense of calling and leadership as teachers, and recognized them as the subject of education as teachers. However, after taking the course, pre-service early childhood teachers recognized early childhood education as children's leading and autonomous play itself, emphasizing the teacher's professionalism as well as cooperation between parents and local communities. Conclusions Through this study, the recognition of pre-service early childhood teachers' awareness of infants and pre-service early childhood teachers were more specificized in the actual scene, and it was confirmed that it was higher understanding about the actual scene.

The world is witnessing increased crises affecting education worldwide, such as health and natural crises. Recently, the world was challenged by the appearance of the COVID-19 pandemic, which caused national and international closure. Thus, learning and teaching shifted quickly to online teaching and assessment. The impact of this sudden shift on preservice Early Childhood (EC) teachers' practicums still needs to be discovered, especially with the insufficient preparation for online learning. This study aimed to explore the experiences and listen to the voices of preservice EC teachers about online practicum. There is little known about how preservice teachers experienced online practicums. How did they feel about them? What are the advantages and disadvantages? Were there any challenges faced? Thus, the study objectives focused mainly on shedding light on preservice EC teachers' experiences and bringing their voices to the forefront. This qualitative research study focuses on three preservice EC teachers who were suddenly forced into online practicum. The results showed that, despite the advantages of online practicums, participants experienced a mix of negative feelings. A primary recommendation was made to draw the attention of education policymakers that teaching is a social practice and emphasized the importance of providing an interactive and engaging online learning environment.

본 연구는 예비유아교사의 교수효능감 수준에 따라 교사 직무 중요도를 분석하는 것이다. 이를 위해 G광역시의 유아교육과에 재학 중인 예비교사 173명을 연구대상으로 선정하고, 교수효능감과 직무 중요도 설문 조사를 실시하였다. 수집된 자료는 SPSS 21.0 프로그램을 사용하여 Cronbach s α, 평균과 표준편차, 독립표본 t검증을 실시하였다. 연구결과를 제시하면 다음과 같다. 첫째, 예비유아교사의 교수효능감 수준은 ‘보통’정도인 것으로 나타났다. 둘째, 예비유아교사는 교사가 수행하는 대부분의 직무에 대해 ‘중요하다’고 인식하였다. 특히, 유아교사의 직무 중에서 ‘유아 보호’, ‘교수-학습 실제’, ‘교수-학습 계획’, ‘교수-학습 평가’, ‘학부모와의 협력 및 연계’의 직무에 대한 중요성 인식은 높았고, 상대적으로 ‘유치원 행사’와 ‘유치원 사무’ 직무에 대해서는 중요성의 인식이 낮았다. 셋째, 예비유아교사의 교수효능감의 수준에 따라 교사 직무 중요도 인식에서 통계적으로 유의미한 차이가 있었다. 따라서 교사교육기관에서는 예비유아교사의 교수효능감 수준을 향상 시킬 수 있는 다양한 방안을 모색하고, 유아교사로서 수행하게 되는 직무 영역에 대한 올바른 이해 및 교육이 제공될 필요가 있다.The purpose of this study is to analyze the differences of job importance according to pre-service early childhood teachers’ levels of the teaching efficacy. Participants were 173 pre-service early childhood teachers in G city. The survey data about teaching efficacy and job importance were collected. The data were analyzed conducting cronbach’s α, mean, sd, and independent t-test using the SPSS 21.0 program. The results are as follows; First, the level of teaching efficacy among pre-service early childhood teachers are average. Second, pre-service early childhood teachers perceived that most of the duties performed as ‘important’. In particular, the importacne of duties with regard to ‘child protection’, ‘the virtuality of teaching-learning’, ‘the teaching-learning plan’, ‘the teaching-learning evaluation’, and ‘the cooperation and connection with parents’ are perceived highly. In contrast, the perceptions of the importance of job related the events in kindergarten’ and ‘ the office job in kindergarten’ were relatively low. Third, there were a statistically meaningful differences in the degrees of the importance of duties recognized by pre-service teachers according to the levels of teaching efficacy. Therefore, the teacher training institutions need to seek ways to improve pre-service early childhood teachers’ levels of their teaching efficacy and their understandings of early childhood teachers’ duties and jobs.

The purpose of this study was to investigate the variables that positively affect the ability of preterm newborns to perform CPR as a basic study to improve the performance of preterm pre-service early childhood teachers’ performance on CPR. A cross-sectional study carried out among 349 pre-service early childhood teachers attending university in Korea. Data were obtained using multiple-choice questionnaire during Nov, 2017. The data were analyzed using the SPSS 20.0 program perform t-test, ANOVA and Pearson correlation and regression. The pre-service early childhood teachers’ knowledge about CPR was significantly different according to the experience of CPR. The pre-service early childhood teachers’ attitudes toward CPR did not show any significant difference according to the number and frequency of CPR training. The pre-service early childhood teachers’ ability to perform CPR was significantly different according to age and CPR experience. We showed a significant positive correlation between knowledge or attitude and ability to perform CPR. Pre-service early childhood teachers’ attitude toward CPR was positively influenced on CPR performance and negative factor was CPR education. In order to improve the knowledge, attitude and ability to perform CPR of pre-service early childhood teachers, it is necessary to develop a customized program that reflects the latest protocols using appropriate teaching media for infants and young children. In addition, it is important to emphasize the role of early childhood teachers and the importance of CPR in encouraging the will and attitude to actively perform CPR in emergency situations when they become early childhood teachers.

Objectives In this study, micro-teaching was conducted to develop potential teaching competencies of pre-service early childhood teachers, and these experiences were analyzed. Methods For this purpose, micro-teaching was conducted to 10 students among the subjects of early childhood curriculum research and guidance law operated by the Department of Early Childhood Education at a university located in Gyeongsangbuk-do, and their experiences were analyzed. Results As a result of this study, the pre-service early childhood teachers recognized the micro-teaching experience as an activity of personal reflection opportunity, understood their own class activity form, and tried to improve their class activity attitude and teaching skill from the perspective of others. Second, pre-service early childhood teachers were thinking more practically about the meaning of becoming a teacher by breaking away from their subjective perception through microteaching. Third, the improvement process through trial and error showed the possibility that the pre-service early childhood teachers themselves could improve by experiencing several trial and error processes. Finally, the pre-service early childhood teachers were expecting improvement of teaching efficacy through microteaching experience. This shows that it is an opportunity to improve class competencies by having opportunities for peer supervision as well as self supervision. As a result, it was found that pre-service early childhood teachers recognized the micro-teaching experience as an opportunity for personal reflection, an activity based on escape, an improvement process through trial and error, and an expectation for improvement of teaching efficacy. Conclusions This study presents the findings of preservice early childhood teachers taking a semester-long course in early childhood materials research and teaching methods at a university's early childhood education department, which may have implications for future preservice early childhood teacher education.

The purpose of this study was to increase the understanding of pre-service early childhood teachers' awareness of child abuse and ethics in teaching and to provide basic data for the development of programs that can enhance pre-service early childhood teachers' awareness of child abuse by analyzing the relationship between pre-service teachers' teaching ethical awareness and child abuse awareness. This study surveyed 180 students part of an Early Childhood Education Department at a university in Busan.According to the analysis, the results of this study are summarized as follow : First, there is a significant positive correlation between teaching ethical awareness and child abuse awareness in pre-service early childhood teachers. Second, the pre-service early childhood teachers who have a high ethical consciousness for teaching ethics highly perceived emotional abuse, physical abuse, sexual abuse and neglect as sub-factors of child abuse awareness. Third, in pre-service early childhood teachers, as the ethical awareness for infants, family, colleagues and society became higher, the perception of child abuse became higher.These results suggest that it is necessary to strengthen education to raise awareness of teaching ethics at institutions and related universities that train early childhood teachers and ultimately raise the awareness of child abuse.

Background STEM education integrates the disciplines of science, technology, engineering and mathematics. Relevant research emphasizes a strong relationship among characteristics of STEM education and the early childhood period, such as investigation, exploration and observation, communication and playing. To support children in discovering STEM fields and concepts in this early childhood period of rapid learning and development, early childhood educators should prioritize the integration of STEM education into the early childhood curriculum. Purpose This research aims to explore pre-service early childhood teachers’ views on STEM education and their STEM teaching practices. Sample The research group consisted of 91 pre-service early childhood teachers studying at two universities in Istanbul, Turkey. Design and methods An open-ended questionnaire and STEM integrated lesson plans were used as data collection tools. Data were analyzed through content analysis and descriptive analysis. Results As a result, the themes of ‘Contributions of STEM Education’, ‘Why STEM Education is Suitable for Early Childhood Education’ and ‘How to Bring STEM Education into Early Childhood Education’ were obtained based on pre-service early childhood teachers’ views. The categories related to these themes are provided in detail in the ‘Results’ section. In addition, it was concluded that a majority of the pre-service early childhood teachers prepared and implemented STEM integrated lesson plans successfully. Conclusion The present research contributes to the literature related to STEM education in early childhood education, particularly regarding professional development of pre-service early childhood teachers.

<p class="MsoNormal">This empirical study examines the potential of a CBT-informed self-care curriculum as an approach to sustainable teacher education in the preparation of pre-service early childhood teachers. Rather than treating self-care as a peripheral or purely personal issue, the study conceptualizes it as part of the developmental foundation that may support future teachers’ health, professional efficacy, and long-term commitment to the profession. Within this framework, the study investigates the effects of a self-care curriculum on pre-service early childhood teachers’ self-care, perceived health, self-efficacy, and goal commitment. Participants were 268 pre-service early childhood teachers who completed pre- and post-intervention surveys. The curriculum drew on principles of Cognitive Behavioral Therapy (CBT) and integrated self-care lectures, cognitive restructuring, reflective writing, class discussion, and health-related knowledge learning. The results showed significant pre-post improvements in self-care, perceived health, and self-efficacy. Path analysis further indicated that self-care was positively associated with perceived health, self-efficacy, and goal commitment, and indirectly related to goal commitment through perceived health and self-efficacy. By linking self-care with both well-being-related and professional-development outcomes, this study contributes to the literature on sustainable teacher education in three ways. It positions self-care as a meaningful curricular concern in pre-service teacher preparation, applies a CBT-informed framework to early childhood teacher education, and provides empirical evidence that strengthening pre-service teachers’ internal resources may support more sustainable professional development before workforce entry. The findings suggest that structured self-care education may be a promising direction for fostering healthier, more efficacious, and more committed future teachers in early childhood education.</p>

Objectives The purpose of this study is to explore the relationship between pre-service early childhood teachers' play expertise, AI literacy, and AI-enabled play support competence. Methods The subjects of the study were 187 pre-service early childhood teachers studying in young children-related majors at universities located in the Seoul metropolitan area. The measurement tools were play expertise, AI literacy, and AI-enabled play support competence, and descriptive statistics, Pearson correlation analysis, and stepwise multiple regression analysis were conducted using SPSS 27.0. Results The results of the study showed that, first, pre-service early childhood teachers' play expertise is significantly and positively related to their AI literacy and AI-enabled play support competence. Second, AI literacy of pre-service early childhood teachers is a static predictor of play expertise, and among the subfactors of AI literacy, AI play and teaching support is the most influential static predictor, and AI understanding is also a static predictor. Third, understanding of AI-enabled play, a subfactor of AI-enabled play support competence, was found to be a static predictor of pre-service early childhood teachers' play expertise. Conclusions Therefore, this study helped teacher educators in higher education institutions understand the importance of play expertise for preparing pre-service early childhood teachers to perform the educationally meaningful AI education with young children, and proposed the development of a pre-service teacher education program that can foster AI literacy and AI-enabled play support competence to enhance pre-service early childhood teacher's play expertise.

Objectives The purpose of this study is to explore the implications of picture book-making-centered classroom experiences for pre-service early childhood teachers.
 Methods The subjective of this study were 39 pre-service early childhood teachers who took ‘Picture Book Seminar’ at a college in Seoul. The class was conducted for 15 weeks, focusing on a picture book making activities, and data were collected and analyzed through reflective journals and appreciation and evaluation reports written by the research participants.
 Results First, pre-service early childhood teachers expanded their knowledge of the objects, values, and charac-teristics of picture books. Second, pre-service early childhood teachers strengthened practical skills such as se-lecting picture books, reading picture books, and engaging in linked activities using picture books. Third, pre-service early childhood teachers developed a pleasant and positive attitude toward reading picture books, and gained ex-pectations and confidence in reading picture books.
 Conclusions The class centered on picture book making allowed the pre-service early childhood teachers to un-derstand the essential characteristics of picture books, and to create a classroom atmosphere that encouraged free exchange with literary works. The learner to become an active writer as well as a reader, thereby maximizing literary response. It had a positive effect on the teaching capacity of pre-service early childhood teachers' knowl-edge, skills, and attitudes toward picture books.

Practical experiences in teaching settings are an important component of pre-service teacher education programs. Pre-service teachers advance what they learn and improve their science teaching (ST) skills as well as other subjects in early childhood education for the period of teaching practices. In addition, teaching science in early childhood education requires more practices for improving teaching skills. Mentor teacher (classroom teacher) is valuable as well as professors in teacher education programs to pre-service teachers while teaching science. The purpose of this study is to reveal mentor teachers’ mentoring practices in ST according to pre-service early childhood teachers’ views. The method employed method was descriptive study. The sample is composed of 96 pre-service early childhood teachers and their mentors (N=41). Data were collecting within MEST survey. The results showed that most of the pre-service teachers reported their mentor teachers demonstrated less mentoring practices on the system requirement about ST. The pre-service teachers also pointed out that their mentor teachers mostly showed mentoring practices on personal attributes, pedagogical knowledge, modeling, and feedback factors. Knowing and 7understanding the mentoring skills of early childhood teachers in system requirement, pedagogical knowledge, modeling, giving feedback, and personal attributes would have an important growing on preservice early childhood teachers science teaching skills. That will be helpful for shaping new teaching practices and field experiences in different majors for improving teachers teaching skills.

Researchers and society in general seem to be conflicted regarding the use of digital technology in early childhood education (ECE). Some are focusing on the positive aspects of using digital technology, while others are critical and position it as an enemy of early childhood practice. It has been argued that digital technology is not appropriate for young children’s cognitive, physical, social and emotional development. Nevertheless, supporting and developing young children’s beginning digital competence is implemented in curricula and teacher education globally. The need for teachers’ professional digital competence (PDC) is increasing according to the development and increased use of digital technology in society as a whole, including in the field of education. The field of research has, to a large extent, been focused on primary and secondary education, and there is a lack of research on PDC in ECE. To gain insight into the dynamics of PDC in ECE, we investigated a range of ECE contexts by including different international perspectives in a comparative study of pre-service early childhood (EC) teachers transitioning to being in-service teachers. The survey was conducted in eight different nations (Norway, Slovenia, Portugal, Poland, Turkey, Ukraine, England and Jordan) and resulted in 772 responses from pre-service teachers in the last year of their education. The paper discusses these international perspectives, considering the differences found between nations. It also investigates the dynamics of PDC, understood in this article as comprising attitudes, skills and knowledge. Following this, it also investigates how these dynamics are affecting the pre-service teachers’ expectations related to their future application of digital tools as teachers to be. The results indicate large differences between nations for both single items and multi-item scales. At the same time, the dynamics of digital practices across nations reveal that attitudes, digital skills and knowledge are statistically strong predictors of pre-service teachers’ future use of educational digital technology (EDT). This indicates both similarities and differences across nations and could serve as insight regarding the development of teacher programmes and the importance of including all aspects when developing pre-service teachers’ PDC. This article, due to its limitation, will not elaborate in depth on contextual differences, and further qualitative research is needed to understand the complexity related to educational culture and practice.

Objectives The purposes of this study were to explore the perceptions and needs of pre-service early childhood teachers regarding their experiences with teaching profession courses(teaching theory and professional disposition courses) through focus group interview, and to provide implications for the improvement of these courses. Methods The study was conducted with 12 pre-service early childhood teachers, organized into three groups of four members each. The participants, who varied in their experiences and perspectives on teacher profession courses, were grouped by academic background: a four-year early childhood education program, a three-year early childhood education program, and a four-year child-related studies program. The interviews were conducted remotely in real-time via video conferencing between April and May 2024. The researcher facilitated the sessions, encouraging participants to freely share their experiences and insights. To ensure accurate representation of the participants' viewpoints, all interviews were recorded, transcribed, and qualitatively analyzed. For the data analysis, the constant comparison method was employed to identify recurring themes and patterns by continuously comparing topics emerging from the focus groups. This process was repeated until data saturation was reached, resulting in the identification of key patterns and themes across groups. Results The study found that pre-service early childhood teachers were able to connect the knowledge gained from teaching profession courses to the educational environment and develop their identities as reflective practitioners. The courses were helpful in enhancing their understanding of education, establishing educational philosophies, understanding young children, and grasping trends within the educational community and society, all of which contributed to increased self-efficacy as pre-service teachers. However, issues were also raised regarding a sense of alienation due to the secondary education-focused operation of teaching profession courses and a lack of connection to practical fieldwork. Additionally, there was a recognized need for courses tailored to the unique aspects of early childhood education and for instructors to have a better understanding of early childhood education settings. Suggestions for new pedagogical theory courses included topics such as “Teacher Welfare and Rights,” “Emotional Support for Young Children,” “Understanding Future Societies and Cultural Diversity,” “Communication and Collaboration with Parents,” and “Understanding Curricula.” Conclusions Based on these findings, the study discusses directions and implications for improving teaching profession courses, focusing on “developing a tailored curriculum suited to the characteristics of early childhood education,” “strengthening educational practice and field experience,” and “improving the expertise of teacher education faculty.”

Objective: The study aim was to provide pre-service early childhood teachers with experiences in self-awareness, critical thinking, and problem-solving in various life situations through the implementation of STEAM-based education for sustainable development programs. Accordingly, I have analyzed the meaning of these experiences to determine the kinds of sustainable life perceptions, attitudes, and practical capabilities exhibited by pre-service early childhood teachers. Methods: The program was conducted over 24 sessions with 24 pre-service early childhood teachers from the Department of Early Childhood Education at B University in B City. To analyze their experiences, discussions, presentations, transcription data, activity results, reflective journals, individual Internet café data, and individual and group interview data were collected and analyzed. A meaningful topic was derived through a comprehensive analysis based on practical eclecticism. Results: Experiences in the problem-solving process were categorized as “reviewing familiar problem situations”, “solving problems together”, and “finding new problem situations on your own”. In addition, the experiences of pre-service early childhood teachers were categorized into “looking back on my daily life”, “growing up as a member of a sustainable society”, and “thinking about the role of teachers in education for sustainable development”. Conclusions: Participation in this program helped establish a correct understanding, values, and attitudes toward sustainable development through self-awareness, critical thinking, and cooperation during various problem situations hindering the development of a sustainable society, Study participants not only grew as a members of a society but they also developed into a pre-service early childhood teachers with expertise and practical capabilities in education for sustainable development. Therefore, STEAM-based education for sustainable development programs can be employed with implementation of pre-service early childhood teacher education. The end result will be recognition of these teachers as members of a sustainable society with expertise in education.

This study examines the effectiveness of an educational methods course for changing early childhood preservice teachers' instructional beliefs. The teaching methods course emphasized constructivist teaching principles. Seventy-eight of the early childhood education preservice teachers who were enrolled in this course filled out the Teacher Belief Survey at the beginning and end of the 15-week course. The results of both quantitative and qualitative data analysis indicated that participation in the teaching methods course had significantly changed preservice teachers' beliefs. As a result of the course, preservice teachers' constructivist beliefs increased, and these beliefs became more concrete and coherent. Results are discussed in relation to the literature, and the implications of examining early childhood education programs are explored.