Pre-service Early Childhood Teachers Research Articles

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.

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 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.

Shaping Student Relationships: The Role of Personality in Early Childhood Pre-Service Teachers.

The purpose of this explanatory sequential mixed-methods study is to explain teacher-student relationships in preschool classrooms in terms of the child's temperament and the pre-service preschool teachers' personalities. The study was conducted using a sequential exploratory mixed-methods design. Since both quantitative and qualitative data were obtained, sampling was carried out in two stages: quantitative random stratified sampling, and qualitative purposive sampling. Quantitative data were obtained from 126 pre-service teachers. The qualitative study group consisted of 18 pre-service teachers. Quantitative data were collected using the Student-Teacher Relationship Scale-Short Form, the Short Temperament Scale for Children (STSC), and the Five Factor Personality Inventory (FPI). Qualitative data were obtained from interviews with 18 teachers. The findings revealed that the student-teacher relationship can be explained by adult and child characteristics. In addition, pre-service teachers' perceptions of the student-teacher relationship are explained by adult characteristics much more than pre-service teachers' perceptions.

Exploring the Early Childhood and Play-centered Education Curriculum Experienced by Pre-service Early Childhood Teachers in School Field Training

Exploring the Early Childhood and Play-centered Education Curriculum Experienced by Pre-service Early Childhood Teachers in School Field Training

A Study on the Relationship among Variables Affecting Learning Outcomes in Capstone Design for Pre-service Early Childhood Teachers

A Study on the Relationship among Variables Affecting Learning Outcomes in Capstone Design for Pre-service Early Childhood Teachers

Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education

Pre-Service Early Childhood Teachers’ Emotive Reasoning about an Environmental Issue: Using Well-Defined Environmental Cases in Environmental Education

예비유아교사의 놀이성이 교사효능감에 미치는 영향

Objectives The purpose of the study was to examine the mediating effect of teaching aptitude in the effect of pre-service early childhood teachers' playfulness on teacher efficacy. Methods For this purpose, a survey was conducted on playfulness, teaching aptitude, and teacher efficacy among 215 students attending early childhood education departments at three universities located in Seoul and Gyeonggi Province. The collected data were subjected to Pearson's correlation analysis, multiple regression analysis, and the Sobel test to verify the mediating effect using SPSS Statistics 24,0. Results First, it was found that pre-service early childhood teachers' teacher efficacy had a significant positive correlation with both playfulness and teaching aptitude. Specifically, among the sub-factors of playfulness, cheerfulness and imagination were positively correlated with teacher efficacy, while all sub-factors of teaching aptitude showed a positive correlation with teacher efficacy. Second, in examining the mediating effect of teaching aptitude on the relationship between playfulness and teacher efficacy, it was confirmed that teaching aptitude had a complete mediating effect. The Sobel test conducted to verify the mediating effect showed that the effect of the mediating variable was significant. Conclusions Based on the results of this study, implications to improve the teacher efficacy of pre-service early childhood teachers in future early childhood teacher training courses were provided and educational action plans were discussed.

자극회상법을 활용한 수업 실연이 예비 유아 교사의 수업역량에 미치는 변화: 그릿 수준을 중심으로

This study aims to examine the differences in the impact of simulation classes using stimulated recall on pre-service early childhood teachers' teaching competencies with a focus on grit. Sixty-eight third-year students majoring in early childhood education at a 3-year college in Gyeonggi Province were selected for this study. Data collected before and after the survey were analyzed using descriptive statistics, paired sample t-tests, and independent sample t-tests. The study's results are as follows: First, simulation classes with stimulated recall significantly impacted the teaching competencies of pre-service early childhood educators. Second, a statistically significant difference exists in teaching competencies of pre-service early childhood teachers between the high and low grit groups. The results suggest that stimulated recall classes effectively enhances the teaching competencies of pre-service early childhood teachers. It also emphasizes the importance of identifying teaching competency factors based on grit level and suggests the need for differentiated curriculum operation and support to improve teaching competencies during teacher training programs.