Pre-service Early Childhood Teachers Research Articles

A Study on the Awareness of Preservice Early Childhood Teachers & Preservice Special Education Teachers Toward Disability-related Anti-Bias Education

A Study on the Awareness of Preservice Early Childhood Teachers & Preservice Special Education Teachers Toward Disability-related Anti-Bias Education

예비유아교사의 공동체 활동을 통한 학습경험의 내용과 의미 탐색

Objectives The purpose of this study was to propose support for the management of a play-centered curriculum by analyzing the content and meaning of learning experiences through community activities of pre-service early childhood teachers. Methods Participants in this study were 30 pre-service early childhood teachers who attended early childhood teacher education courses. Data collection was centered on self-reflection journals and peer journals on the experience of learning community activities during the curriculum, and qualitatively analyzed the contents and meaning of the experiences of pre-service early childhood teachers. Results The results of this study were as follows: First, the contents of learning experiences by pre-service early childhood teachers through learning community activities were communicating reflectively, sharing values and visions, finding autonomy, promoting strengths. Second, the meaning of learning experiences by pre-service early childhood teachers through learning community activities were build self-confidence, develop expertise in early childhood education, raise a sense of community, reflective thinking, emotionally support. Conclusions Based on the results of this study, it was discussed how to support the capacity of pre-service early childhood teachers to manage child-centered and play-centered curriculum through learning community activities.

Exploration of Preservice Teacher Attitudes Towards Disability

ABSTRACT Community colleges have a significant role in preparing early childhood educators who will likely one day teach in inclusive classrooms. Inclusive education models educate children with disabilities alongside their non-disabled peers, promoting acceptance, decreasing discrimination, and fostering a society in which everyone lives and works together. Teachers’ experiences in working with children who have disabilities and attitudes toward disability affect teacher behavior and practice. The preservice teacher training years are important for preparing teacher candidates to teach in inclusive classrooms; thus, it is imperative that teacher educators have knowledge of methods that will positively impact teacher attitudes toward disability and offer experiences in classrooms with children who have disabilities. This study investigated the effect of an introductory special education course at a community college that included a fieldwork component in inclusive classrooms, as well as the ability status of the course’s professor on early childhood preservice teachers’ attitudes toward disability. Mixed methods pre- and posttest data was collected from 108 students enrolled in a large urban community college’s teacher education program. Students attended class in-person with a professor who had a disability, in-person with a professor who did not have a disability, or online. Posttest results indicated that student attitudes toward disability became significantly more favorable after completing the course, but the professor’s disability status did not influence the change. While there were positive changes, some students continued to objectify disability and perceive disability with a deficit lens. Further research is needed to foster positive attitudes toward disability in teachers.

A Study on Professional Recognition and Teaching Skills of Pre-Service Childhood Teachers According to the Level of Teaching Efficacy

본 연구는 교수효능감 수준에 따른 에비유아교사의 전문성인식과 교수기술 차이를 살펴보고자 한다. 이를 위해 G, J 지역에 소재한 유아교육과에 재학 중인 예비유아교사 113명을 대상으로 조사하였다. 수집된 자료는 one-way ANOVA를 실시하였으며 집단 간의 차이를 알아보기 위해 Scheffe 사후검증을 실시하였다. 연구결과 첫째, 교수효능감 수준에 따라 예비유아교사의 전문성인식과 하위요인인 전문적지식, 사회봉사, 직업윤리, 사회경제적지위에서 통계적으로 유의한 차이를 나타냈다. 둘째, 교수효능감 수준에 따라 예비유아교사의 교수기술과 하위요인인 수업계획, 수업실행, 수업평가에서 통계적으로 유의한 차이를 나타냈다. 이러한 결과는 예비유아교사의 교수효능감 수준을 향상시킬 수 있는 다양한 방안을 모색하고, 예비유아교사에게 필요한 전문성 역량을 증진시키기 위한 기초자료가 될 것이다.The purpose of this study is to examine the differences in professional recognition and teaching skills of pre-service early childhood teachers according to the level of teaching efficacy. To this end, 113 prospective early childhood teachers attending the Early Childhood Education Department located in the G and J were surveyed. The collected data was analyzed by one-way ANOVA and Scheffe post-test analysis. As a result of the study, first, according to the level of teaching efficacy, there were statistically significant differences in the professional knowledge of pre-school teachers and the sub-factors of professional knowledge, social service, vocational ethics, and socioeconomic status. Second, according to the level of teaching efficacy, there were statistically significant differences in teaching skills and sub-factors such as instruction plans, instructional execution, and instruction evaluations. These results will serve as basic data to explore various ways to improve the level of teaching efficacy of pre-service early childhood teachers and to enhance the professional competency required for pre-service early childhood teachers.

Field Experiences, Mentoring, and Preservice Early Childhood Teachers’ Science Teaching Self-Efficacy Beliefs

In this study relationships between preservice early childhood teachers’ self-efficacy beliefs and their mentor teachers’ mentoring were examined. Quantitative research method was used in the study by the using multivariate data collections. The Science Teaching Efficacy Belief Instrument (STEBI) was administered to 96 pre-service teachers and mentor teachers. Time spent teaching and observing science was recorded also recorded by participants by the using time trackers. The Mentoring for Effective Science Teaching (MEST) instrument measured perceptions of the teachers’ mentoring activities, including modeling and feedback. Correlational analyses estimated the relationship between the preservice and mentor teachers’ self-efficacy beliefs, beliefs and time spent teaching, and beliefs and modeling and feedback. The findings suggest that mentor teachers play an important role in the preparation of preservice teachers, and that this role is particularly true for those mentors with higher science teaching self-efficacy beliefs. It also showed that how teaching practices have significant roles while preparing future teachers. For teacher education program could be pay attention to teaching practices while giving a decision for choosing mentor teachers. For future researchers may also look at the different sections of mentoring practices and their impacts on preservice teacher’s teaching skills.

Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education

The objective of this work was to take a close look at the profile of the digital competence of pre-service early childhood and primary school teachers. To this end, 200 students from Education degrees participated in filling out the Perceptions Questionnaire on Digital Competence. The results show that future teachers present a medium level of digital competence and have some difficulties with the dimension related to the creation of content. Also, results show how over the years, and sometimes over the courses, the dimensions of teaching digital competence improve significantly. No significant differences were found regarding type of university and gender. These results have important implications for curriculum design and teacher training regarding digital competence development in pre-service teachers.

Preservice teachers’ awareness of children’s play in diverse cultures: exchange of digital photo essays across Myanmar, Korea, and the U.S

ABSTRACT This study examined preservice teachers’ understanding of children’s play in diverse cultures. Using digital photo essay methods, a total of 37 early childhood preservice teachers in Myanmar, Korea, and the U.S. engaged in a critical discussion on children’s play in diverse cultures. The findings suggested that the participants typically showed three layers of cross-cultural awareness: distance, friction, and flow. Korean and the U.S.participants conducted critical reflections on their preconceived notion of play, as influenced by the idea of Western childhood play. Although Myanmar participants revealed a desire for Western play materials, we did not observe substantial evidence of critical reflection throughout the cross-cultural exchanges. This paper discusses the implications of investigating culturally sensitive strategies for engendering preservice teachers’ implicit beliefs by exchanging digital photo essays across diverse cultures.

The Effects of Children's Literature based on Picture Books on Pre-Service Early Childhood Teachers' Perceptions of Literature Education and Literature Teaching Efficacy

목적 본 연구에서는 그림책을 활용한 아동문학수업이 예비유아교사의 문학교육 인식과 문학교수 효능감에 미치는 영향을 검증하는 것이다. 방법 연구참여자는 4년제 유아교육학과 2학년에 재학 중인 40명의 예비교사이며, 연구도구로는 문학교육 인식, 문학교수 효능감 질문지와 저널쓰기 자료가 수집되었다. 결과 첫째, 그림책을 활용한 아동문학수업은 예비교사의 문학교육 인식에 긍정적인 영향을 준 것으로 나타났다. 예비교사는 ‘문학을 통한 교육’에서 ‘문학의 교육’으로 인식하였고, 그림책의 페리텍스트에 대한 이해, 그림 읽기의 중요성, 그림책 작가에 대한 새로운 관심과 그림책에 대한 긍정적 태도를 갖게 되었다. 둘째, 그림책을 활용한 아동문학수업은 예비교사의 문학교수 효능감에 긍정적인 영향을 준 것으로 나타났다. 결론 이러한 연구 모델은 예비교사와 유아교사의 문학교수 능력과 유능성을 증진하도록 돕는 하나의 문학교수 모형이 될 것으로 기대한다.

Structural Relationships among Preservice Early Childhood Teachers’ Passion for Teaching, E-learning Readiness, Self-regulated Learning Ability and Learning Outcomes in Untact Situations

목적 본 연구는 비대면 상황에서 예비유아교사의 교직열정, 이러닝 준비도, 자기조절학습능력, 학습성과를 살펴보고 예비유아교사의 교직열정과 학습성과 간의 관계에서 이러닝 준비도 및 자기조절학습능력의 매개효과를 구조방정식 모형을 통해 검토하였다. 방법 서울, 경기도, 충청북도에 소재한 7개 대학의 유아교육과 재학생 421명을 대상으로 수집된 자료를 SPSS 21.0과 AMOS 21.0 프로그램을 이용하여 분석하였다. 결과 첫째, 신입생인 1학년의 이러닝 준비도와 자기조절학습능력이 유의하게 낮게 나타났다. 둘째, 주요 변인 간의 상관관계를 분석한 결과, 예비유아교사의 학습성과와 교직열정 하위요인, 이러닝 준비도 하위요인, 자기조절학습능력 하위요인 전체는 통계적으로 유의한 상관을 보였다. 셋째, 교직열정과 이러닝 준비도에서 학습성과에 이르는 구조적 관계를 분석하기 위해 구조방정식 모형을 적용한 결과, 자기조절학습능력의 매개효과를 확인하였다. 이러닝 준비도는 학습성과에 직접적인 영향력보다 자기조절학습능력을 매개로 한 설명력이 큰 것으로 나타났으며, 교직열정은 학습성과에 이르는 직접효과와 더불어 이러닝 준비도와 자기조절학습능력을 매개로 한 간접경로가 모두 유의하였다. 결론 본 연구를 통해 비대면 상황에서 예비유아교사의 학습성과에 있어 교직열정, 이러닝 준비도, 자기조절학습능력의 중요성을 확인할 수 있었으며 특히 자기조절학습능력의 매개효과를 확인할 수 있었다.

다문화 접촉경험과 다문화 교육이해가 다문화 교육역량에 미치는 영향: 예비유아교사를 중심으로

본 연구에서는 예비유아교사의 다문화 교육역량에 있어서 다문화 접촉경험과 다문화 교육이해가 미치는 영향을 분석하였다. 자료 수집을 위해 4년제 대학에 재학 중인 예비유아교사 292명을 대상으로 다문화 교육역량, 다문화 접촉경험, 다문화 교육이해에 대한 설문을 실시하였으며, 수집된 자료를 바탕으로 SPSS 27프로그램을 통해 기술통계분석, Cronbach’s α계수산출, 독립표본 t-검정, 일원배치 분산분석, 피어슨의 상관분석, 위계적 중다회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 예비유아교사의 배경 변인에 따라 다문화 교육역량, 다문화 접촉경험, 다문화 교육이해는 유의한 차이가 있었다. 둘째, 예비유아교사의 다문화 접촉경험과 다문화 교육이해는 다문화 교육역량과 정적 상관관계에 있는 것으로 나타났다. 셋째, 각 변인이 예비유아교사의 다문화 교육역량에 대해 다문화 교육이해, 다문화 접촉경험 순으로 정적인 영향을 미치는 것으로 밝혀졌다. 본 연구는 예비유아교사의 다문화 교육역량을 함양하기 위한 기초적 자료로써 작용할 수 있으며, 더 나아가 예비유아교사를 대상으로 하는 다문화교육의 중요성과 필요성을 제시하였다.

예비유아교사의 긍정심리자본 및 진로결정 자율성과 진로적응력간의 관계

예비유아교사의 긍정심리자본 및 진로결정 자율성과 진로적응력간의 관계

플립러닝을 활용한 원격부모교육 수업이 예비유아교사의 부모-자녀관계, 협력적 자기효능감, 집단자아존중감에 미치는 영향

플립러닝을 활용한 원격부모교육 수업이 예비유아교사의 부모-자녀관계, 협력적 자기효능감, 집단자아존중감에 미치는 영향

예비유아교사의 교직선택동기가 진로결정 자기효능감에 미치는 영향

예비유아교사의 교직을 선택하는 동기는 진로를 결정하는 과정에서 중요한 부분으로, 과업을 완성하기 위해 필요한 행동을 계획하고 실천하는 신념에 지대한 영향을 미친다. 따라서 본 연구에서는 예비교사의 교직선택동기가 진로결정 자기효능감에 어떠한 영향을 미치는지 분석하고, 예비유아교사의 진로선택과 취업준비에 긍정적인 영향과 유아교육기관 적응력을 향상시킬 수 있는 방법을 모색하는데 목적이 있다. 연구대상은 G시 4곳, M시 2곳, J시 2곳에 소재한 4년제 대학교 예비유아교사 334명이었다. 자료 분석은 SPSS 22.0 프로그램으로 기술통계, 척도화 분석, Pearson의 적률상관관계 분석, 중다회귀분석을 실시하였다. 연구결과 첫째, 예비유아교사의 교직선택동기와 진로결정 자기효능감 간은 유의한 상관관계가 나타났다. 특히, 능동적 동기가 진로결정 자기효능감과 관련성이 높게 나타났다. 둘째, 예비유아교사의 교직선택 동기는 진로결정 자기효능감을 의미 있게 예측하는 변인으로 나타났다. 연구결과를 토대로 예비교사의 교직 선택에 대한 동기부여와 진로결정 자기효능감을 증진할 수 있는 프로그램 개발이 이루어져야 할 것이다.

예비유아교사의 도덕교육을 위한 ??지장경?? 탐색

영유아교사의 아동학대 관련 사건들은 교사의 도덕성과 무관하지 않다. 따라서 예비유아교사시기부터 체계적인 도덕교육이 요구된다. 이에 본 연구는 예비유아교사의 도덕교육 자료마련에 목적을 두고 『지장경』의 내용을 탐색하였다. 연구문제는, ‘『지장경』에 나타난 도덕교육의 내용은 무엇인가『’, ‘』지장경『의 도덕교육적 활용방안은 무엇인가』’로 설정하였다. 연구방법은, 먼저 도덕성 및 『지장경』 관련 선행연구들을 통해 내용에 대한 이해를 도모하였다. 다음으로 『지장경』에 나타난 도덕관련 내용을 추출하고 이에 대해 논의한 후, 교육적 활용방안을 제시하였다. 연구결과 도덕성과 관련된 내용은 ‘효’, ‘보시’, ‘옳고 그름에 대한 기준과 판단’으로 나타났다. 탐색한 내용은 도덕적 상상력을 연계하여 활동방안을 제시하였다. 본 연구는 예비유아교사를 위한 도덕교육의 자료를 확장하였다는데 의의가 있다.

Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles

The introduction of STEM education, and specifically the implementation of educational robotics (ER), has drawn researchers’ attention and has shown that teachers play a crucial role in leading this innovation. The present study concerns in-service and pre-service early childhood teachers, focusing on their perceptions and attitudes about ER use in daily teaching practice. The data were collected via a questionnaire (N = 201) and explored using latent class analysis, which detected distinct clusters/profiles of participants based on their pattern of responses. Two clusters were identified: Cluster1 was relatively homogeneous, including those who share a positive attitude towards ER, while Cluster2 was heterogeneous, comprising participants with inconsistent responses and expressing negative and skeptical thinking. The cluster memberships were associated with external covariates, such as age, years of teaching experience, and variables measuring their technological competencies. The results showed that teaching experience and age were negatively associated with cluster1-membership, while educational robotics knowledge was positively associated. The findings are interpretable, and the implications for education are discussed considering the current literature.

Preservice Teachers’ Attitudes Toward Inclusion in Early Childhood Classrooms: A Review of the Literature

The purpose of this article is to describe what has been learned over the past 20 years of research on general early childhood preservice teachers’ attitudes toward inclusion. An extensive literature review was conducted to critically examine the purposes that guided the reviewed studies, the methods used to measure preservice teachers’ attitudes toward inclusion, and the major findings of these studies. A total of sixteen studies were identified. Results of this review revealed that general early childhood preservice teachers held positive attitudes toward inclusion. However, they had mixed feelings toward their preparedness for working with children with disabilities, especially those children with severe disabilities or challenging behaviors. Related to factors (e.g., course work, field experience) that influenced the teachers’ attitudes, there were mixed findings. The methods the researchers used varied, although most studies included surveys or interviews. Gaps in the literature and implications for future research and practice are discussed.

The experiences of the pre-service early childhood teachers in TBL-based cooperative classes

The experiences of the pre-service early childhood teachers in TBL-based cooperative classes

A Study on the Perceptions of Preservice Early Childhood Teachers on Music and Music Education

A Study on the Perceptions of Preservice Early Childhood Teachers on Music and Music Education

Exploring Changes in Perception, Attitude, and Teaching efficacy of Pre-service Early Childhood Teachers Through Young Children’s Art Education Class Focused on Appreciating Famous Paintings

Exploring Changes in Perception, Attitude, and Teaching efficacy of Pre-service Early Childhood Teachers Through Young Children’s Art Education Class Focused on Appreciating Famous Paintings

Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe

The study aimed to investigate pre-service early childhood teachers’ (PSTs) collective pedagogical content knowledge (cPCK) and personal pedagogical content knowledge (pPCK) on the knowledge used in scientific process (SP) through the content representation (CoRe) design, interview, and knowledge used in scientific process (KSP) forms. The data were collected from 36 sophomore PSTs’ with a case study design. At the beginning of the data collection process, the PSTs’ prior knowledge used in SP was determined individually through a pre-interview and the KSP form. At the conclusion of the 13-week science-focused course, post-interviews, the KSP form, and the CoRe form were applied again. The CoRe forms were filled collectively based on their science activities, which were designed at the end of the science course. The PCK developed by Magnusson et al. was used for data analysis and to decide on the main themes of the data. The study’s findings revealed that the PSTs initially had some misconceptions relating to knowledge of SP. While the participants were confused about the knowledge used in SP and made incorrect definitions prior to the science-focused course, nearly all of the PSTs’ conception were changed on all of the concepts used in SP and reflected the most confused skills (especially observing and measuring) to their teaching plans after the course. Therefore, their pPCK and cPCK development were supported by both the science-focused course and collaborative CoRe design. The findings of the study have important implications for government policies and teacher training programs.