Abstract
The purpose of this study is to find out whether pre-service childcare teacher�s psychological characteristics affect their childcare teacher professionalism. The subjects were 414 pre-service teachers from 6 universities in Seoul and Gyeonggi-province, Korea. The results show that total professionalism was affected by self-efficacy, autonomy, and self- regulation. However, the effects on the sub-factors of professionalism were partly different. This study suggests that pre-service childcare teacher professionalism can be altered by preservice teacher�s psychological characteristics, which are self-efficacy, autonomy, and self-regulation. Therefore, it is important to consider psychological factors as well as technical factors in the childcare teacher training curriculum.
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