Pre-service Early Childhood Teachers Research Articles

Pedagogical Training During the COVID-19 Epidemic and Its Two Tracks: Remote and Face-To-Face

Aim/Purpose. The study aimed to examine the remote and face-to-face experience of pedagogical training in kindergarten after the third COVID-19 closure in Israel. Background. The outbreak of the COVID-19 epidemic in 2020 changed the training system, and preservice teachers were required to have their practical experience in the kindergartens both remotely and face-to-face. They had to adapt to the new requirements of teacher training programs and receive professional coaching and support from the pedagogical instructor remotely. Methodology. The sample comprised 26 early childhood preservice teachers, who received academic training that includes proficiency in digital technology. The data were collected through feedback that they wrote themselves during the training period and analyzed in the interpretive approach. Contribution. The contribution of the present study is that it examines the pedagogical coaching from the perspective of preservice teachers in a kindergarten during the COVID-19 epidemic, which forced a transition from face-to-face to remote pedagogical training, then back to face-to-face pedagogical instruction. To the best of my knowledge, no such study has been carried out to date, which makes it unique. Findings. The main findings indicate the dissatisfaction of most preservice kindergarten teachers with the remote pedagogical training (about 85%) at the physical, emotional, technological, and pedagogical levels, and the satisfaction of most preservice kindergarten teachers with face-to-face pedagogical training (about 92%) at the physical, emotional, and pedagogical levels. The main conclusion is that technology is a potential barrier in training, and that preservice kindergarten teachers need a pedagogical instructor present at a professional face-to-face meeting. Recommendations for Practitioners. The findings of the study show how important in-person learning and engagement is for everyone especially for Preservice teachers’ and may be helpful for pedagogical coaching teams. Recommendations for Researchers. Preservice teachers’ awareness of the pedagogical coaching experiences could persuade the coaching teams to avoid potential difficulties, increase emotional support, and refine the use of technology to make it a closer substitute for frontal communication. Impact on Society. Face-to-face training based on interpersonal relationship, allows to develop better during the training period.

예비유아교사가 인식하는 부모와 지도교수의 자율성지지가 진로적응성과 플로리싱에 미치는 영향

본 연구는 예비유아교사가 인식하는 부모와 지도교수의 자율성지지와 진로적응성 및 플로리싱의 관계를 살펴보고, 자율성지지가 진로적응성과 플로리싱에 어떠한 영향력이 있는지 살펴 보는데 그 목적이 있다. 연구대상은 G광역시와 J시 소재 4년제 대학 재학 중인 예비유아교사 327명을 임의 표집하고, 자율성지지, 진로적응성과 플로리싱에 관한 설문조사를 실시하였다. 수집된 자료는 SPSS21.0 프로그램을 통해 Pearson의 적률상관계수와 다중회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 예비유아교사가 인식하는 부모와 지도교수의 자율성지지와 진로적응성, 플로리싱은 정적상관을 보였다. 둘째, 예비유아교사가 인식하는 부모와 지도교수의 자율성지지는 예비유아교사의 진로적응성, 플로리싱에 영향을 미치는 것으로 나타났다. 본 연구는 예비유아교사의 자율성지지에 대한 관계와 영향력 파악을 통해 가정과 대학에서의 진로지도나 상담에서의 개입방향에 대한 기초자료를 제공하였다는 점에서 의의가 있다.

문제중심학습(PBL)기반 유아과학교육이 예비유아교사의 자기 주도적 학습능력, 학업적 자기효능감 및 학습동기에 미치는 영향

This purpose of this study is to investigate the effects of problem-based learning (PBL) classes on self-directed learning ability, academic self-efficacy, and learning motivation in prospective early childhood teachers. To this end, the effectiveness of PBL classes was analyzed by conducting pre- and post-experimental surveys on self-directed learning ability, academic self-efficacy, and learning motivation, involving 38 preliminary early childhood teachers who took a PBL-based early childhood science education course in the department of early childhood education at C University in the K region. To understand the effects of PBL classes on their self-directed learning ability, academic self-efficacy, and learning motivation according to the research questions, a paired t-test on the collected data were performed using the SPSS/PC (Windows 17.0) program. As a result of the study, the positive effectiveness of PBL classes was confirmed with statistically significant increases in all variables of self-directed learning ability, academic self-efficacy, and learning motivation in prospective early childhood teachers. These results can be used as basic data to find a way to be used in the field of teacher training as a teaching-learning method for strengthening the competence of pre-service early childhood teachers.

A Study on the Difference in Playfulness and Play Teaching Efficacy of Preservice Early Childhood Teachers according to their Childhood Play Experience

Objectives The aim of this study is to investigate whether there is a difference in the playfulness and play teaching efficacy of preservice early childhood teachers according to their childhood play experience. Methods For this, a survey was conducted with 207 preservice early childhood teachers and frequency analysis and difference verification were conducted. Results The results are as follows. First, there was a difference in the formation of playfulness and play teaching efficacy according to the difference in the experience of ‘playground’ among childhood play experience of preservice early childhood teachers. Second, while ‘playtime’ among childhood play experience did not show any difference in the formation of playfulness and play teaching efficacy of early childhood teachers, ‘player’ was shown to be a factor causing the difference in both. Conclusions Based on these results, this study has an implication that early childhood teachers should be supported through the teacher training course to help them reflect on their own childhood play and form an educational belief on play.

Perception of kindness at university relates to emotion regulation and well-being outcomes among Chinese early childhood pre-service teachers during the COVID-19 pandemic

ABSTRACT There is growing attention about the psychological rewards associated with kind school climates in primary and secondary school settings. Its mental health benefits, however, remain under-explored in higher education contexts. This study addresses this gap through examining the role of university kindness or perception of kind acts in university settings in emotion regulation, life satisfaction, psychological flourishing, and coronavirus disease-19 (COVID-19) anxiety among 915 Chinese early childhood pre-service teachers using a structural equation modelling (SEM) approach. Results demonstrated that university kindness was related to increased life satisfaction and psychological flourishing as well as reduced the COVID-19 anxiety. Bias-corrected bootstrapping analysis showed that university kindness had indirect effects on life satisfaction and psychological flourishing via cognitive reappraisal. This research underscores the mental health advantages associated with promoting kindness-oriented climates in university contexts.

예비유아교사의 아동기 정서적 학대 경험이 대학생활적응에 미치는 영향에서 대인관계능력의 매개효과

본 연구는 예비유아교사의 아동기 정서적 학대 경험, 대인관계능력, 대학생활적응 간의 관계를 살펴보고, 세 요인의 관계에서 예비유아교사의 대인관계능력이 매개적인 역할을 수행하는지 살펴보는데 목적이 있다. 이를 위해 전남, 전북권에 소재한 대학을 다니고 있는 158명의 예비유아교사를 대상으로 2022년 5월 3일부터 6월 10일까지 설문을 실시하였다. 자료분석은 SPSS 24.0 통계프로그램을 이용하여 상관분석, 중다회귀분석을 실시하였다. 또한 매개효과를 검증하기 위해 Sobel test를 실시하였다. 연구결과는 첫째, 예비유아교사의 아동기 정서적 학대 경험, 대인관계능력, 대학생활적응 간에는 상관관계가 있는 것으로 나타났다. 둘째, 예비유아교사의 아동기 정서적 학대 경험이 대학생활적응에 미치는 영향에서 대인관계능력의 매개효과를 살펴본 결과, 대인관계능력이 부분매개효과가 있음을 확인하였다. 이러한 본 연구의 결과에 기초하여 향후 예비유아교사의 양성교육과정과 예비 유아교사교육의 실제에 관한 함의를 제시하였다.

예비유아교사의 영유아 부적응행동 지도에 대한 표상 변화

Objectives The purpose of this study was to explore the changes in the representation of the pre-service early childhood teachers' maladaptive behavior guidance through the experience of taking socialization-related subject. Methods The study participants were 49 students in the 3rd year of the Dept. of early childhood education at U college, and the course was held from March 3 to June 2, 2022. And the images and word representations of pre-service early childhood teachers' maladaptive behavior guidance were collected and analyzed. Results As a result of the study, the changes in the representation of the pre-service early childhood teachers' maladaptive behavior guidance were as follows. First, it appeared as ‘absence and filling of maladaptive behavior guidance reality’, and in the case of subcategories, ‘intense emotions due to absence of reality’ at the beginning of class, and ‘ideas of practice to be filled’ at the end of class. Second, it appeared as ‘following and pioneering the teacher's role in guiding maladaptive behavior’, and in the case of subcategories, ‘preconception toward teachers and children’ at the beginning of class, and ‘affirmation of self and children as a pre-service early childhood teacher’ at the end of class. Conclusions The results of this study will be able to provide basic data and educational implications to suggest the direction of teacher education for more desirable maladaptive behavior guidance of pre-service early childhood teachers.

A study on the Development and Validation of Disability Empathy Scales for Pre-Service Early Childhood Teacher

"This study aimed to develop and validate a tool that can measure the degree of empathy for disabilities of pre-service early childhood teachers. Through this, it is intended to improve the professionalism of pre-primary early childhood teachers related to inclusive education with disabilities. First, the conceptual definition of disability empathy was established through the search for prior research, preliminary questions were developed and tool validation was carried out. The survey was conducted with 209 university students majoring in early childhood education in Gyeonggi-do, South Korea. As a result of the study, the disability empathy scale consisted of 14 items with 3 factors, and the sub-factors were named cognitive empathy, emotional empathy, and expressive empathy. As a result of confirmatory factor analysis to confirm the internal factor structure of the disability empathy scale, it was found that the three-factor model adequately explains the data. Based on the study results, the significance and implications of the study were discussed."

예비유아교사가 지각한 부모양육태도와 거부민감성의 관계에서 사회불안의 매개효과

The purpose of this study is to examine the effects of perceived parenting attitudes with regards to rejection sensitivity towards pre-service early childhood teachers and to investigate whether social anxiety mediates the effect of said perceived parenting attitudes concerning rejection sensitivity. For this purpose, 254 questionnaires were utilized to conduct analysis on the pre-service early childhood teachers enrolled in the departments of early childhood education and childcare at community colleges located in Seoul, Gyeonggi-do, and Incheon using 254 questionnaires. The results of this study are as follows. First, it was found that among the parenting attitudes perceived by the pre-service early childhood teachers, affectionate parenting attitude, rejective parenting attitude, and overprotective parenting attitude, all affect rejection sensitivity. Second, as a result of examining the mediating effects of social anxiety over the effects of the parenting attitudes perceived by the pre-service early childhood teachers on rejection sensitivity, it was found that social anxiety completely mediates the effect of the affectionate parenting attitude in regards to rejection sensitivity among the three parenting attitudes. From these research results, it can be seen that the negative parenting attitude of parents increases the social anxiety of their children, and the increased social anxiety increases rejection sensitivity. Through this, it was found that the importance of parenting attitudes and social anxiety are major variables that can lower rejection sensitivity of the pre-service early childhood teachers. Therefore, it is possible to lower both the social anxiety and rejection sensitivity of children by parents raising their children with desirable attitudes, and to lower rejection sensitivity by lowering the social anxiety of the pre-service early childhood teachers, so that the early childhood pre-service teachers can support them to establish a smooth relationship with infants.

예비유아교사의 사회적지지와 교직인성이 교직관에 미치는 영향

이 연구의 목적은 예비유아교사의 사회적지지와 교직인성이 교직관에 영향을 미치는 요인은 무엇인지를 알아보는데 목적이 있다. 이러한 연구목적을 달성하기 위하여 J도에 소재한 유아교육과 152명을 대상으로 설문조사를 실시하였다. 자료분석은 SPSS 프로그램을 활용한 빈도분석, 평균과 표준편차를 구하였다. 또한 신뢰도 검증으로 Cronbach"s α를 산출하였고, 각 변인간의 관련성을 알아보기 위하여 상관관계 분석, 다면적 회귀분석 방법을 활용하여 다음과 같은 결과를 도출하였다. 연구결과 첫째, 예비유아교사들이 지각한 사회적지지에서는 친구지지와 부모지지가, 교직인성에서는 도덕성과 교육적신념이, 교직관에서는 교직에 관한 인식 및 개인적 자질과 전문적 자질을 가장 높게 인식하는 것으로 나타났다. 둘째, 예비유아교사들이 사회적지지, 교직인성, 교직관은 통계적으로 유의미한 상관관계를 가지고 있는 것으로 나타났다. 셋째, 예비유아교사들의 사회적지지의 하위요인과 교직인성의 하위요인이 교직관의 하위요인 모두에 긍정적인 영향을 미치는 것으로 나타났다. 이러한 연구결과로 볼 때, 예비유아교사들이 긍정적인 사회적지지를 받고 교직인성을 함양함으로써 올바른 교직관 확립을 갖추기 위한 기초자료로 활용하여 다양한 방안의 연구가 진행되어야 할 것으로 사료된다. The purpose of this study was to understand the effects of social support and teacher disposition on preservice early childhood teachers" view of the teaching profession. A survey was conducted using questionnaires targeting a total of 152 students majoring in early childhood education in the J province. The data were analyzed using frequency analysis, mean, and standard deviation on the SPSS statistical package program. Also, Cronbach"s α was calculated for verifying the reliability of the responses. Correlation and multiple regression analyses were used to understand the relationships between the variables. The results were as follows: First, the preservice early childhood teachers perceived the support of friends and parents to be most important in terms of social support. Further, they perceived morality and educational beliefs to be the prime elements of a teacher"s disposition. They also felt that the perception of the teaching profession and personal and professional qualifications were the factors that affected their view of the teaching profession. Second, the social support, teacher disposition, and view of the teaching profession of preservice early childhood teachers showed statistically significant positive correlations. Third, all the sub-factors of social support and teacher disposition had positive effects on the subfactors of the view of the teaching profession of preservice early childhood teachers. Based on the results of this study, there should be multilateral research studies to provide the basic data for establishing the correct view of the teaching profession in preservice early childhood teachers by getting positive social support and cultivating the proper teacher disposition.

예비유아교사의 놀이중심 수업실연 경험에 대한 탐구

Objectives The purposes of this study were to explore the understanding of the Nuri Curriculum and experiences in the curriculum integration activities in the play-centered teaching demonstration of pre-service early childhood teachers. Methods The participants in this study were 20 pre-service early childhood teachers who attended early childhood teacher education courses at K University in Gyeonggi. The research data were collected three times and qualitatively analyzed the reflective journals on the experiences while performing play-centered activities in connection with the Nuri course in the teaching demonstration process. Results The results of the study are that first, pre-service early childhood teachers tried to understand the Nuri Curriculum for early childhood play-centered classes, to integrate it with the subject, and to find the educational meaning. Second, it was found that pre-service early childhood teachers, as supporters of early childhood play, organize and implement activities in the course of teaching demonstrations, develop reflective thinking skills, and improve their professionalism as cooperators for child-led play support. Conclusions Based on the results of this study, it was discussed how to improve the understanding of the Nuri Curriculum and the professionalism of the integrated curriculum.

Towards Digitalization in Early Childhood Education: Pre-Service Teachers’ Acceptance of Using Digital Storytelling, Comics, and Infographics in Saudi Arabia

Despite the promise of digital technology to enhance the teaching–learning process, integrating it into early childhood education remains a challenge. Recent literature shows that novice teachers do not fully utilize the potential of digital technology to promote student learning. Therefore, this study aims to investigate early childhood pre-service teachers’ intentions to use three digital technology applications—Digital storytelling, digital comics, and digital infographics—As teaching tools, which critically contribute to their acceptance into and actual use in their future classrooms. A descriptive correlational approach was used to investigate the factors affecting the use intentions of pre-service teachers through the technological acceptance model (TAM). This research study seeks to contribute to the literature on digital technology integration in early childhood education in general and in the Saudi Arabian early childhood context in particular. The study results showed that how pre-service teachers perceived the ease of use of the three digital applications was significantly the major predictor of their attitudes toward using them. The study also found that pre-service teachers’ attitudes were significantly the major predictors of their behavioral intentions to use digital storytelling and comics in their future classrooms. However, attitude and perceived usefulness were equally valid predictors of pre-service teachers’ intentions to use infographics with young children. Important implications for training and teacher education programs were suggested by the findings.

예비유아교사의 낙관성, 그릿, 진로결정 간의 경로분석

Objectives The purpose of this study is to confirm the mediating effects of grit after examining a path relationship among optimism, grit, and career decision in pre-service early childhood teachers. Methods To this end, the questionnaire survey was conducted targeting 234 pre-service early childhood teachers in B region. The questionnaires that were widely distributed to these people were 280 copies. What was finally collected included 245 copies. Excluding insincere answers among the rest, the analysis subjects corresponded to 234 copies. The gathered materials were carried out the frequency, percentage, path analysis, and mediation effect analysis by using SPSS 26.0 and AMOS. 26.0. Results The research results are as follows. First, the higher optimism in pre-service early childhood teachers led even to the higher career decision. Second, the higher optimism in pre-service early childhood teachers led to the higher persistence as well. Third, the higher grit in pre-service early childhood teachers led to the higher career decision in the same manner. Fourth, in the relationship between optimism and career decision in pre-service early childhood teachers, the grit was verified to have a partial mediating effect. Conclusions It is considered to be likely helpful for the employment and the career decision in pre-service early childhood teachers given providing the educational environment and the teacher education curriculum so that the career decision level in pre-service early childhood teachers can be heightened and so that the optimism and grit can be fostered.

Analysis of concept mapping for pre-service early childhood teachers’ perception on play in young children

본 연구는 개념도 방법을 활용하여 놀이에 대한 예비유아교사의 인식을 파악하는 것을 목적으로 한다. 예비유아교사 22명을 연구 참여자로 선정하였다. 연구 참여자는 초점 질문에 대한 자신의 생각을 진술하였고, 정리된 진술문을 범주화 후 중요도 평정을 실시하였다. 연구결과 첫째, 예비유아교사의 유아 놀이에 대한 인식으로 39개의 최종 진술문이 생성되었으며, 다차원 척도분석을 통해 「사람-사물」, 「관계적 특성-심리적 특성」의 2개 차원으로 나누었다. 또한 진술문은 군집분석을 통해 ‘희열을 느끼는 놀이’, ‘얽매이지 않는 놀이’, ‘의견을 조율하는 놀이’, ‘상호관계를 형성하는 놀이’, ‘언제 어디서나 일어나는 놀이’, ‘놀잇감을 가지고 하는 놀이’, ‘발달에 도움이 되는 놀이’등 7개의 군집으로 분류하였다. 둘째, 군집별 중요도는 ‘얽매이지 않는 놀이’에 속하는 진술문들이 높은 중요도를 나타냈으며, 진술문별 중요도에서는 <재미있는 것>, <즐거운 것> 등이 높은 중요도를 나타냈다. 본 연구결과는 유아의 놀이를 지원하기 위한 예비유아교사의 놀이지도 교육방향에 시사점을 제공할 수 있을 것이다.This study aimed to understand pre-service early childhood teachers' perceptions on the play in young children by using concept mapping method. For this purpose, 22 pre-service early childhood teachers were selected as participants. The participants stated their thoughts on the focus question, categorized and rated the importance of the prepared statements. Based on these, multidimensional scale analysis and hierarchical cluster analysis were performed. The results were as follows. Firstly, 39 final statements were generated based on the pre-service early childhood teacher's perception of play in young children, and through multidimensional scale analysis, these were divided into two dimensions: ‘human-thing’ and ‘External Characteristics- Internal Characteristics’. And the statements were divided into 7 clusters by cluster analysis: ‘Joy Play’, ‘Unregulated Play’, ‘Relationship Forming Play’, ‘Opinion Co-operating Play’, ‘Anytime, Anywhere Play’, ‘Toy Play’, ‘Developmentally Helpful Play’. Secondly, as for the importance of each group, ‘Joyful Play’ showed the highest importance in general, and for the statement, ‘an interesting thing’ and ‘funny thing’ showed high importance. The results of this study can provide implications for the direction of effective education for pre-service early childhood teachers in the children play promotion.

예비유아교사의 전공만족도, 직무수행효능감, 진로성숙도의 구조적 관계에서 자아탄력성의 조절효과 분석

Objectives The purpose of this study is to analyze the structural relationships among pre-service early childhood teachers' satisfaction of major, job performance efficacy, and career maturity, and to analyze the moderating effect of ego-resilience. Methods This study analyzed the correlation between the variables based on the results of a survey of 191 students enrolled in the department of early childhood education in the 3-year university in the Gyeonggi region, and a structural equation model was applied to grasp the relationship characteristics. For moderating effect analysis, multi-group structural equation modeling was applied to verify the difference by non-metric variables. Results First, there was a significant correlation between satisfaction of major, job performance efficacy, career maturity, and ego-resilience. Second, satisfaction of major was found to have a direct effect on job performance efficacy and career maturity, respectively, and job performance efficacy was found to have a direct effect on career maturity. In addition, satisfaction of major was found to have an indirect effect on career maturity through job performance efficacy as a medium. Third, for groups with high ego-resilience, satisfaction of major had a positive effect on career maturity, but did not affect job performance efficacy. Job performance efficacy was found to have a positive effect on career maturity. On the other hand, for groups with low ego-resilience, satisfaction of major was found to have a positive effect on both career maturity and job performance efficacy, and have a positive effect on career maturity through job performance efficacy as a medium. That is, in the results of analyzing the moderating effect of ego-resilience, it was confirmed that only the effect of satisfaction of major on career maturity had a moderating effect. Conclusions Career education for pre-service early childhood teachers in teacher training institutions should be conducted with content and methods that can substantially increase satisfaction of major and job performance efficacy, and in addition, it means that psychological diagnosis and counseling support for improving ego-resilience are also important.

포스트 코로나시대 예비영유아교사가 겪는 어려움과 지원방안에 대한 질적연구

The purpose of this study is to examine in depth the difficulties faced by preservice early childhood teachers and the support methods they require in the post-corona era. In order to achieve this purpose, 12 preservice early childhood teachers attending a university in Gyeonggi-do were selected as research participants. Research data were collected through individual in-depth interviews with study participants, and interviews were conducted from March to July 2022. The difficulties experienced by the study participants in the study were 'difficult financial situation and time management', 'stress of forming friendships', 'school and department events that no one knows about', and 'social gaze of Corona student number'. As a support method to solve these difficulties, research participants demanded 'various programs to support companionship', 'customized education to improve the professionalism', 'expansion of various scholarship systems', and 'establishment of a flexible lecture system'. The research results derived from this study will be able to contribute to establishing a customized support system for pre-service early childhood teachers who are experiencing difficulties due to the crisis caused by the post-corona era.

The Effects of STEAM-Based Upcycling Activities on Pre-Service Early Childhood Teacher’s Creativity, Environmental Literacy and STEAM Literacy

연구 목적: 본 연구는 융합인재교육(STEAM) 기반의 업사이클링 활동이 예비유아교사의 창의성, 환경소양 및 융합인재소양에 미치는 영향을 알아보는 것에 목적이 있으며, 이를 통해 예비유아교사 양성기관에서 적용할 수 있는 STEAM 기반의 업사이클링 활동의 기초자료를 제공하는 데 있다. 연구 방법: 본 연구를 위해 실험집단 22명, 비교집단 17명, 총 39명의 예비유아교사를 대상으로 11회기 동안의 프로그램 효과를 검증하였다. 수집한 자료는 SPSS 22.0 프로그램을 이용하여 공분산분석(ANCOVA)을 실시하였다. 연구 결과: 주요 결과를 요약하면 첫째, STEAM 기반의 업사이클링 활동이 예비유아교사의 창의성에 미치는 영향을 살펴본 결과는 창의성 총점과 창의성 하위요인 중 독창성과 정교성에서 유의미한 영향을 미치는 것으로 나타났다. 둘째, STEAM 기반의 업사이클링 활동이 환경소양에 미치는 영향을 알아본 결과 환경 소양의 총점과 하위요인인 정의적, 인지적, 행동적 측면에 유의미한 영향을 미치는 것으로 나타났다. 셋째, STEAM 기반의 업사이클링 활동이 융합인재소양에 미치는 영향을 알아본 결과 융합인재소양의 총점과 하위요인인 융합, 창의, 배려, 소통에 유의미한 영향을 미치는 것으로 나타났다. 결론: 이러한 결과를 토대로 예비유아교사를 대상으로 한 STEAM 기반 업사이클링 활동의 실천 가능성을 확인하였고, 추후 현장에 적용하기 위한 시사점을 도출하였으며, 융합인재를 양성하기 위한 교육의 의미에 대해 시사하는 바가 크다고 볼 수 있다.

예비 유아교사 대상 소프트웨어 수업에서 소프트웨어 교육 활용의도에 대한 영향요인

Purpose: The purpose of this study is to investigate the relationship among self-efficacy for group work, perceived usefulness, flow, and acceptance of software education in a team-based software class for pre-service early childhood teachers. Methods: For this purpose, path analysis was conducted by collecting data from 116 pre-service early childhood teachers of the software courses opened in the second semester of 2020 and 2021. The proposed path model posited that self-efficacy for group work influenced flow, flow influenced perceived usefulness and acceptance of software education, and perceived usefulness influenced acceptance of software education. Results: As a result of the study, self-efficacy for group work influenced flow, and both flow and perceived usefulness influenced acceptance of software education, significantly and positively. Finally,flow indirectly influenced acceptance of software education. Conclusion: The implications of enhancing software education for pre-service early childhood teachers were discussed based on the findings.

예비 유아교사를 위한 소프트웨어 교육 효과성 검증

Objectives The purpose of this study was to specify pre-service early childhood teachers could improve their computational thinking and cooperative problem-solving skills through the subject which provides software education to be used in the field of early childhood education. Methods For this purpose, the ‘AI Multimedia’ subject class was applied to 63 first-year students in the department of early childhood education and pre-post surveys were conducted in the first and last weeks of class to measure computational thinking and collaborative problem-solving competency. The collected data was subjected to paired t-test to compare and analyze the results of pre-post surveys on the computational thinking and cooperative problem-solving competency of pre-service early childhood teachers. Results After participation in the software education, the average score of the pre-service early childhood teachers' computational thinking was 4.189 and the standard deviation was .604. The average score of the cooperative problem-solving competency was 4.315 and the standard deviation was .664, confirming the overall improvement. Conclusions The results of this study showed that the computational thinking program tailored for pre-service early childhood teachers had a significant effect on the competency improvement of them. Plus, instructors should consider the instructional design that can enhance the collaboration between the students who have difference in collaborative problem solving competency.

현장 기반 중심 아동 안전관리 수업의 의미 탐색

Objectives This study explored the meaning of a field-based child safety management class for prospective pre-service early childhood teachers. Methods The study period was from July to December 2021, and the participants were 61 prospective pre-service early childhood teachers who took the child safety management class at a two-year college located in S city. The study participants received a field-based child safety management class for 3 hours once a week for 15 weeks, and their reflective journals, class performance improvement evaluation sheets, end-of-semester reflection sheets, and researcher journals were collected and analyzed. Results The results showed that the prospective pre-primary teachers experienced “connecting theory and practice through field data,” “getting ideas for child safety classes through class case analysis,” “becoming a field-oriented teacher by inviting field experts,” and “enhancing child safety class competency through field-oriented class demonstrations.” Conclusions Through these results, it was confirmed that the field-based child safety management class for pre-service early childhood teachers had educational significance.