Robert Plutchik의 감정이론을 통해 본 예비 유아 교사들의 교육 실습 경험

Abstract

Objectives The current study examined practicum experiences of early childhood pre-service teachers based on Robert Plutchik’s psychoevolutionary theory of emotions.
 Methods Fifty pre-service teachers majoring in early childhood education at a 4—year university in G-province participated in the study. 815 (self-reported) emotion logs were collected as data. As an exploratory study, this study used quantitative methods as a primary and qualitative methods as a secondary method for analyzing the data.
 Results Findings suggest that early childhood pre-service teachers felt anxiety, joy, satisfaction, and serenity frequently during their practica. The most frequently used color when comparing to their emotions was yellow. Pre-service teachers reported positive emotions more frequently at the beginning and the end of the practicum while negative emotions recorded more frequently in the middle of their practica. The emotion log, which included short descriptions of their emotions, helps to understand pre-service teachers’ practicum experiences in more detail.
 Conclusions The findings of this study will contribute to deepening the understanding of teacher preparation programs regarding pre-service teachers’ practicum experiences and provide improvement ideas for better supporting pre-service teachers.