Pre-service Early Childhood Teachers Research Articles

Exploring global citizenship education for preservice early childhood teachers in South Korea: critical reflections on transformative pedagogy through journal writing

AbstractThis study aims to reveal how the “Global Citizenship Education (GCE) for Preservice Early Childhood Teachers” course offered at a teacher education program in South Korea fosters critical reflection in preservice early childhood teachers. Of the 21 preservice early childhood teachers who registered for this course, 11 agreed to participate in the research. The participants were asked to submit journals after each class, and the researchers analyzed the content of the participants' journals, focusing on the aspects of key concepts, inquiry, and change. Participants’ journal entries reevaluate the notion of child-centered education, critique institutional biases, and offer a clarifying perspective on the limitations of “equality” in achieving happiness for all. Participants also critically analyzed anthropocentric perspectives and behaviors, exploring how their thinking, being, feeling, and acting were shaped. By illuminating the possibility of providing opportunities to encourage GCE and critical reflection, albeit on a small scale, this study is expected to encourage teacher educators to implement GCE for preservice teachers.

예비유아교사의 그릿과 메타인지가 자기주도 학습능력에 미치는 영향

The purpose of this study was to examine the effect of pre-service early childhood teachers' grit and metacognition on self-directed learning ability. The subjects of this study were 176 students who were majoring in early childhood education at 4-year universities in G Metropolitan City and N City. Data were collected through study tools of ‘grit', ‘metacognition' and ‘self-directed learning ability', and collected data were verified through frequency analysis, reliability analysis, descriptive statistics, Pearson correlation analysis and stepwise multiple regression analysis. The findings of this study were as follows. First, there was a statistically significant positive correlation between the grit, metacognition, and self-directed learning ability of pre-service early childhood teachers'. Second, it was found that the metacognitive-control and grit of pre-service early childhood teachers had a significant effect on self-directed learning ability. Therefore, it was necessary to understand and level of metacognitive-control and grit in order to improve self-directed learning ability of pre-service early childhood teachers’.

예비유아교사의 현장실습을 통한 변혁적 역량 탐구

Objectives The purposes of this study were seek to explore the transformative capabilities of prospective early childhood teachers through early childhood education field practice experiences. Methods The study was conducted using qualitative research methods, and the participants were 15 pre-service early childhood teachers from K University in Gyeonggi-do. Data were collected through play observation records and reflection sheets in 3-, 4-, and 5-year-old classes, and the collected data was divided into high and low categories based on the extracted key keywords and qualitatively analyzed to derive results. Results The transformative competencies of prospective early childhood teachers through field practice were, first, respecting children with a loving heart and attitude as a basic competency, discovering personality and aptitude as an early childhood teacher, and establishing a teaching perspective with expectations of becoming an early childhood teachers. Second, the ability to understand the field was found to be overcoming fear and tension by understanding the field and learners, understanding the teacher's role by integrating knowledge and technology, and acquiring practical knowledge through decision-making in dilemma situations. Third, future response capabilities included practicing adaptability and flexibility according to change, establishing sensitivity to various perspectives through a sense of community, and utilizing information technology by incorporating ideas. Conclusions In order to improve the transformative capabilities of prospective early childhood teachers, the need for a practical program that allows students to experience learning through educational service experience and subject matter connection linked to daycare centers and kindergartens was discussed.

‘한국 동요 새노래 지도’경험 탐색: 우즈베키스탄 예비유아교사들을 중심으로

The purpose of this study is to improve students' Korean language and deliver advanced Korean music education to pre-service early childhood teachers in Uzbekistan through ‘the new-song learning activities of Korean children's songs’. 65 students in the Department of Early Childhood Education at Ferghana Korea International University in Uzbekistan were targeted. Starting in September 2023, 15 weeks of ‘the new-song-learning activities of Korean children’s songs’ classes were applied. As a result of the study, interest in the Korean language are increased, Korean was difficult for TOPIK preparation.. However, speaking Korean through song lyrics is a fun everyday English. the basic composition of music was learned through the scale of Korean Children’s songs, and an integrated approach was naturally learned through physical movement activities. It is significant in that it has prepared basic data for research on Korean language classes (bilingual classes) through Korean children's song lyrics and children's music teaching and learning methods in Uzbekistan, which is envious of advanced Korean education.

Technology Integration as a Spectrum: integrating technology in early childhood classrooms

ABSTRACT This study explores how early childhood preservice teachers use technology in PreK-3 classrooms, focusing on the alignment between their intentions and actual practices. Using the ‘Technology Integration as a Spectrum (TIS)’ model, the study identifies four types of technology use. Findings reveal that preservice teachers primarily use technology for adult- or software-driven goals, which often contradict their pedagogical beliefs. Although they advocate for child-centred learning approaches, their technology use predominantly reflects these more structured methods, resulting in misalignments between intended purposes and actual practices. This study highlights the need for diverse technology use, including Free Use, and recommends critical reflection on technology practices to ensure alignment with pedagogical goals for effective implementation.

전공 연계 ‘기후⋅생태계 챌린지’ 교외 교육활동의 효과성 연구: 예비유아교사의 환경관심도 및 기후환경 위험인식과 공동체 의식, 협력적 자기효능감을 중심으로

Objectives The purpose of this study is to investigate the effectiveness of the major-integrated extracurricular program of ‘Climate Ecosystem Challenge’ on pre-service early childhood teachers, focusing on environmental concern, climate environmental risk perception, sense of community, and collaborative self-efficacy. Methods The research subjects consist of 9 students attending Nano-LAB Meta at A University in the Chungcheong region. The trends(mean, standard deviation) and normality(Kolmogorov-Smirnov test, Shapiro-Wilk test) of the study variables, along with the reliability assessment using Cronbach's α, were examined in SPSS 23.0. The effectiveness of major-integrated extracurricular program was tested using the non-parametric statistic of the Wilcoxon test, which is suitable for testing differences in paired samples. Results The main results are as follows: First, the difference (b-a) between the pre- and post-mean scores (a) and the post-mean score (b) indicated a minimum increaseof 0.55 points and a maximum improvement of 1.04 points in the post-mean score compared to the pre-mean score across all study variables. Second, despite the normality test not demonstrating statistical significance for some study variables, there is an intention to conduct nonparametric statistical analysis, which is justified by the central limit theorem. Third, the post test scores were higher than the pretest scores of the study variables, and the difference was statistically significant. Conclusions The research findings reaffirm the significance of extracurricular education integrated with the major. In this regard, we aim to promote mutual development between the university and the local community by proposing measures for major-integrated extracurricular education with consideration for community service contributions.

디지털 활용 역량에 관한 예비 영유아 교사의 은유 분석

Objectives The purpose of this study is to explore the perceptions of early childhood pre-service teachers regarding their digital utilization capabilities. Methods This study used a metaphor analysis method. metaphor analysis is suitable as a research method to explore individual beliefs and perceptions. for the study, we collected metaphors regarding the digital utilization capabilities of 107 early childhood pre-service teachers. and collected metaphors analyzed according to an 8-step metaphor analysis procedure. Results As a result of this study, early childhood teacher’s perception about digital utilization capabilities were characterized into three categories and nine subcategories. the three categories are: ‘digital utilization capabilities viewed from the perspective of learning and cognition’, ‘early childhood education field and digital utilization capabilities’, ‘Social trends and digital utilization capabilities’. the nine subcategories are as follows: ‘capabilities required for early childhood teachers’, ‘capabilities that are difficult and awkward for me’, ‘capabilities essential for modern and future society’, ‘capabilities that must be continuously learned’, ‘capabilities that are helpful for life and learning’, ‘Beneficial capabilities when utilized appropriately in early childhood education settings’, ‘capabilities that must be newly learned according to social changes’, ‘capabilities that feel the difficulties and questions of applying early childhood education’. Conclusions This study is valuable in that it suggests the direction of a program to digital utilization capabilities of early childhood pre-service teachers to be developed in the future.

Playful programming, Social Resilience, and Persistent Actions as Drivers of Preservice Early Childhood Teachers’ Engagement in Computer Science

In this qualitative study, preservice early childhood education teachers created block-based code to control robots and used the robots in field experience at local preschools. The study is grounded in a conceptual framework that weaves together playful programing and resilience, interlocking concepts that can explain sustained engagement during times of challenge. We investigated how and why preservice early childhood teachers exhibit resilience during collaborative programing. We analyzed their debugging processes, reflections, and interviews using a phenomenological lens. We conducted open and axial coding and analysis of discourse and actions during debugging episodes. Results suggest that teachers exhibited resilience due to the following three reasons: through playful coding, preservice early childhood teachers (a) learned that computer science is approachable and fun, (b) engaged in adaptive attribution, and (c) engaged in joint celebration when they observed each other’s successes during collaborative tinkering. These findings provide potential insights for teacher learning of computing but also for novices learning to program.

예비유아교사의 창의적 마인드셋이 창의성을 매개로 삶의 만족도에 미치는 영향

The purpose of this study was to examine the impact of a growth mindset of creativity and a fixed mindset of creativity on life satisfaction, mediated by creativity among pre-service early childhood teachers. A survey was conducted with 224 pre-service early childhood teachers, and the results are as follows. First, a growth mindset of creativity positively influenced creativity, whereas a fixed mindset of creativity did not show a significant effect. Second, creativity among pre-service early childhood teachers positively affected life satisfaction. Third, the growth mindset of creativity did not have a direct impact on life satisfaction. However, lastly, the growth mindset of creativity had a significant indirect effect on life satisfaction through the complete mediation of creativity.

The effect of HSR-based activity for teaching materials development on pre-service early childhood teachers’ TPACK and computational thinking

The effect of HSR-based activity for teaching materials development on pre-service early childhood teachers’ TPACK and computational thinking

The Significance of Pre-Service Early Childhood Teachers’ Experience in Making Teaching Materials through Cooperative Learning

The Significance of Pre-Service Early Childhood Teachers’ Experience in Making Teaching Materials through Cooperative Learning

The effect of chinese pre-service early childhood teachers’ digital literacy and self-regulated learning ability on online learning satisfaction

The effect of chinese pre-service early childhood teachers’ digital literacy and self-regulated learning ability on online learning satisfaction

은유분석을 통해 본 「교사-원장(감) 관계」에 관한 예비 영유아 교사의 인식: 교육공동체의 관점을 중심으로

The purpose of this study is to examine prospective early childhood pre-service teachers' perceptions of the teacher-(vice)principal relationship using metaphor analysis, and to provide implications regarding the desirable teacher-(vice)principal relationship that prospective early childhood pre-service teachers should form from an educational community perspective. For this purpose, data were collected from November 30 to December 22, 2023, targeting 135 students majoring in early childhood education and child studies at a 4-year university located in G Metropolitan City. The collected data were analyzed according to an 8-step metaphor analysis procedure and the results were presented. As a result of the study, childhood pre-service teachers' perceptions about the teacher-(vice)principal relationship were characterized into three categories and eight subcategories. The three categories are: ‘Relationship between leader and follower walking the same path’, ‘Relationship of cooperation based on trust and respect’, ‘Relationship of imbalance of power’. The eight subcategories are: ‘relationship of providing and receiving support for the driving force of educational implementation’, ‘relationship of cooperation as a member of the early childhood education community’, ‘relationship of suggesting and following direction’, ‘relationship of giving teaching and receiving learning’, ‘relationship between the strong and the weak’, ‘relationship in which we are emotionally embraced and supported’, ‘relationship in which we trust and respect each other’, ‘relationship in which we are different but must maintain a balance’ This study is expected to provide basic data for education and research to establish an educational community culture in the early childhood education field.

The Effect of Language Instruction Subjects Using SPBL on Self-efficacy for Group Work and Learner Class Participation of Pre-service Early Childhood teachers

The Effect of Language Instruction Subjects Using SPBL on Self-efficacy for Group Work and Learner Class Participation of Pre-service Early Childhood teachers

Research Trends on Emotional Intelligence of Preservice Early Childhood Teachers

Research Trends on Emotional Intelligence of Preservice Early Childhood Teachers

Exploring the Literacy Experiences of Preservice Early Childhood Teachers: Social and Contextual Influences, and Implications for Teacher Education

Considering that early literacy (reading and writing) is critical for later literacy and academic success, this study investigated the social and contextual influences on the early and current literacy experiences of 70 preservice early childhood teachers in the United States through a questionnaire. Analyses of both quantitative and qualitative data revealed eight key findings: First, the strongest influence on these individuals’ early literacy development was parents, followed by teachers. Second, their current literacy experiences were shaped primarily by professors/academic work followed by self-motivation. Third, nearly half of the preservice teachers regarded themselves as average readers and writers. While the majority of them enjoyed reading and more than half also enjoyed writing, those who lacked such enjoyment provided various reasons, especially citing insufficient intrinsic motivation, limited time for reading, and inadequate writing skills or ideas. Fourth, most of them prioritized their literacy time to fulfill academic requirements. Fifth, most devoted a limited amount of time to literacy activities. Sixth, there was a relatively strong positive correlation between reading fluency and writing fluency. Seventh, a positive correlation was found between years in college and writing fluency. Eighth, there was a negative correlation between grade point average and time spent writing per week.

The professional practice of designing tasks: how do pre-service early childhood teachers promote mathematical processes in early algebra?

AbstractSpanish educational curriculum adopts a mathematical process-based approach, which encompasses problem solving, reasoning and proof, communication, connections and representation. A fundamental role in the integration of these processes in mathematics teaching is played by teachers’ professional practice of designing tasks. According to this, our aim is to analyze the ways in which pre-service early childhood teachers understand the mathematical processes in the professional practice of designing early algebra tasks and to identify how they intend to promote these processes through the tasks. Content analysis techniques were used to examine the designed tasks. To illustrate the data analysis and results, six tasks are presented. As a result, pre-service early childhood teachers associate problem solving with challenges and questions. They understand problems as unfamiliar situations but ignore the relationships between students and tasks. Moreover, they do not encourage exploration of phases of problem solving and tend to use strategies more suitable for routine tasks. Communication is identified in all the tasks designed, encouraging interaction and discussion. However, only one task explicitly promotes mathematical language. For reasoning and proof, pre-service teachers begin to use questions to elicit explanations and justifications, but do not encourage verification strategies and various modes of reasoning. The process of connections is only present in one task, reflecting the fragmented nature of mathematics teaching. We conclude that the professional practice of designing mathematical tasks is a powerful in teacher education. However, training programs should place greater emphasis on the meaningful use of mathematical processes.

예비유아교사의 잠재적 역량 발전을 위한 마이크로티칭 경험에 대한 이야기

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.

하브루타 토론 활동이 예비유아교사의 수학 교수 효능감과 수학적 태도에 미치는 영향

Objectives This study was conducted to analyze the effects 0f Havruta discussion activities on pre-service early childhood teacher's mathematics teaching efficacy and mathematical attitude. Methods The study was conducted by selecting 13 and 15 students from early childhood education and 3rd graders, respectively, as an experimental group and a comparative group. And mathematics teaching efficacy and mathematical attitude tests were conducted on the study's students through pre and post tests. Results According to the results of this study, First, the experimental group, which was a group of pre-child teachers who conducted Havruta discussion activities, showed significantly higher mathematics teaching efficacy than the comparative group. There was also a statistically significant difference between the results expectation of mathematics teaching and the belief in mathematics teaching ability, a sub-factor of mathematics teaching efficacy. Second, the mathematical attitude of the pre-child teacher group who conducted the Havruta discussion activity was significantly higher than that of the pre-child teacher group who did not. Among the sub-factors of mathematical attitude, the experimental group's score was significantly higher than that of the comparative group in the case of interest in mathematics, motivation for mathematics, and self-concept in mathematics, and the experimental group scored significantly lower than the comparative group in the case of anxiety about mathematics. On the other hand, there was no significant difference in the value of mathematics. Conclusions In summary, the results of this study show that Havruto discussion activities significantly enhance the mathematics teaching efficacy and mathematical attitude of pre-child teachers. These findings demonstrate the value of actively utilizing Havruta discussion activities to enhance the mathematics teaching efficacy and mathematical attitude of pre-child teachers.

예비영⋅유아교사의 인권의식, 세계시민의식 및 다문화 태도가 다문화 교수역량에 미치는 영향

Objectives The purpose of this study was to investigate the effects of human rights awareness, global citizenship awareness, and multi-cultural attitudes of pre-service early childhood teachers on multi-cultural teaching competencies. Methods A questionnaire was conducted on 134 college students enrolled in the department of child education and Early Childhood Education in C. The Cronbach α coefficient was calculated to verify the reliability of the collected data, and Pearson correlation analysis was conducted to examine the relationship between human rights awareness, global citizenship, multi-cultural attitude, and multi-cultural teaching competencies of pre-service early childhood teachers. Multiple regression analysis was conducted to examine the effects of human rights awareness, global citizenship, and multi-cultural attitudes on multi-cultural teaching competencies. Results First, there was a positive and significant correlation between human rights consciousness, global citizenship, multi-cultural attitude, and multi-cultural teaching competencies variables. Second, it was found that multi-cultural attitudes and global citizenship had a significant effect on multi-cultural teaching competencies. Conclusions In order to develop the multi-cultural teaching capabilities of pre-service early childhood teachers, it is necessary to cultivate multi-cultural attitudes and global citizenship, and it is judged that it will provide basic data for the development of related programs.