Prospective Early Childhood Teachers Research Articles

‘유아교육과정’ 교과목 수업 개선 실천

This study explored the student agency changes of prospective early childhood teachers revealed in the process of improving the ‘Early Childhood Education Curriculum’ subject at S University in the metropolitan area. The research participants were 56 students from the Department of Early Childhood Education at S University and one professor who is the researcher oneself for the purpose of improving the 'Early Childhood Education Curriculum' class, the early childhood education curriculum theory lectures, on-site field classes, and TBL(Team Based Learning) were used to provide education to children. Research materials include kindergarten visit reports, research participants' PPT for early childhood education program presentation and key summaries, learning portfolios, class improvement reflection sheets, and researchers' research notes. The data collected during the research process was categorized based on specific concepts and reclassified based on the research problem through inductive content analysis. Excitement was mainly showed when the exercise of student agency was executed and field visit to kindergartens, and unfamiliarity was expressed through TBL early childhood education program presentations and discussion classes and learning portfolio experiences. Second, after improving the ‘Early Childhood Education Curriculum’ class, it is said that students came to recognize themselves as learners who formed student agency at the intersection of reflection and practice. I found autonomy like a compass through TBL, and through kindergarten field-related classes, they found themselves as a valuable resource as a early childhood teacher who lacked understanding of the connection between early childhood education theory and practice. Based on this study, we hope to become a systematic turning point in teaching-learning methods for improving theoretical classes to train high-quality pre-service early childhood teachers.

메타버스 플랫폼을 이용한 예비유아교사의 재난안전 교육콘텐츠 활용방안

Objectives The purpose of this study is to explore ways to utilize the metaverse platform to provide disaster safety education content to prospective early childhood teachers.
 Methods To this end, we first compared and analyzed the characteristics of various metaverse platforms and then selected Gathertown as a metaverse platform suitable for the purpose of this study. Next, we created a meta school virtual classroom on the Gathertown platform, designed a space to provide disaster safety education content to prospective early childhood teachers, and installed disaster safety education content by topic according to the characteristics of the space.
 Results First, a meta school space was created on the Gathertown platform, consisting of a lobby space, education space, group activity space, and exhibition space. Second, after learners went to school in the lobby space, class materials on disaster and safety topics were shared in the educational space. Collaboration tools were connected to the group activity space to enable active discussion by group, and an exhibition space was set up to display the results of group activities. prepared.
 Conclusions In a situation where social and academic interest in the metaverse has rapidly increased, this study utilizes the metaverse platform to load existing disaster safety education contents by disaster safety topic and provide related data in a systematic and efficient manner to the metaverse platform. The significance of the study can be found in that it is an early example of building disaster safety education content using a bus platform.

The Impact of Edutech-based Classes on Prospective Early Childhood Teachers’ Digital Competency and Teacher Efficacy

The Impact of Edutech-based Classes on Prospective Early Childhood Teachers’ Digital Competency and Teacher Efficacy

영아반 그림책 읽어주기 활동이 예비유아교사에게 주는 의미

This study sought to examine the meaning that the experience of reading picture books in the infant class gave to pre-service early childhood teachers. The subjects of this study are two public daycare centers located in Nam-gu, G Metropolitan City, and classes for 1-2 year olds. The study participants were 10 first to third grade students attending the Department of Early Childhood Education at G University. Data analysis was conducted through the process of data integration, domain analysis, data classification, and interpretation of classified content based on the collected journals of pre-service early childhood teachers. As a result of the study, the meaning of the experience of pre-service early childhood teachers' picture book reading activities for infants was categorized into ‘the joy of novelty and challenge in the role of teacher’, ‘gift-like interaction time with infants’, ‘growth and development’, and ‘confidence through self-reflection’. In this way, activities linked to the early childhood education field provide prospective early childhood teachers with the ability to understand infants and recognize their value. In the process of preparing and executing the activity, infant development and developmental characteristics related to the activity are connected and analyzed after the activity. This can be an experience that supports the improvement of one's teaching abilities and allows one to develop into a better teacher. In this context, field-linked activities can be said to be an effective means that can have an effective and positive impact on the teacher training process and foster teachers with practical capabilities.

예비유아교사 대상 유튜브를 활용한 생태소양교육 관련 교과의 플립러닝 수업 방안 연구

The purpose of this study is to prepare a flipped learning class plan for subjects related to ‘cultivating ecological literacy’ for prospective early childhood teachers using YouTube. The research method was conducted through literature research and survey research. In addition, to review the appropriateness, an Focus Group Interview was conducted on three early childhood education professors. Data analysis used qualitative data analysis methods. The final teaching plan of this study is as follows. First, the main content categories of the 'Ecological Literacy Cultivation' subject are 'Ecological Education Direction', 'Ecological Self-Realization', 'Ecological Life', 'Understanding Ecological Literacy', 'Ecological Sensitivity', 'Ecological Crisis', and 'Ecological Education'. It consisted of ‘education’. Second, 1 to 2 YouTube contents suitable for the educational topic of each session were provided. Third, various individual and group activities were presented for each session. This study is significant in that it helps to encourage active participation of students and reduce the burden on instructors for ecological education.

예비유아교사의 지속가능발전교육(ESD) 내용을 주제로 구성한 통합적 유아동작활동 경험에 관한 연구

Objectives This study aims to examine the experiences of prospective early childhood teachers in integrated children's movement activities centered around Education for Sustainable Development(ESD). The objective is to explore an integrated approach to ESD by analyzing these movement activity experiences.
 Methods To achieve this goal, 45 first-year students enrolled in the Department of Early Childhood Education at University A in Gyeonggi-do participated in early childhood movement education classes from September 1 to December 9 in the second semester of 2022. The curriculum focused on the 17 Sustainable Development Goals (SDGs). Integrated children's movement activities were designed and implemented under the theme of ESD. Data collection involved qualitative analysis of each team's children's movement activity plan, movement activity ex-ecution report, open-ended questionnaires, and interview data.
 Results First, the themes of global environment, prosperity, people and peace emerged in that order among the five areas of the Sustainable Development Goals in integrated children's movement activities. Second, pro-spective early childhood teachers showed increased interest in, understanding of, and practical application of sustainable development through the composition of children's movement activities with ESD content. Third, the study confirmed the potential for an integrated approach to ESD as prospective early childhood teachers en-hanced their expertise in creating integrated movement activities based on the sustainable development goals.
 Conclusions The study proposes an integrated approach to early childhood movement education and sustainable development education as a means to enhance the sustainable development education capabilities of prospective early childhood teachers during their training. This approach aims to equip them with the necessary skills to effec-tively integrate ESD principles into their future teaching practices.

Communication competence of future early childhood teachers - a report on a study in Poland

ObjectivesCommunication competence of future early childhood teachers - a report on a study in polandMaterial and methodsThe research was based on a quantitative paradigm. To determine the level of communication competence we used the Self-assessment of Communication Competence Scale (SPCC), stress was examined with the Perceived Stress Scale (PSS), and dispositional optimism was tested with the Life Orientation Test (LOT-R).ResultsThe analyses showed that prospective early childhood teachers obtained average scores in communication competence. At the same time, they reported high levels of stress and low levels of dispositional optimism. In addition, stress levels correlated negatively with all dimensions of communication competence, meaning that the higher the stress level, the lower the level of communication competence in all the measured dimensions. In contrast, dispositional optimism correlated positively with all dimensions of communication competence, indicating that all dimensions of communication competence increased as dispositional optimism increased.ConclusionsBased on the analyses, we suggest enriching education programs for early childhood teachers with issues related to communication competence, coping with public speaking, and preventive activities related to stress management.

The Effect of the Food Expression Art Therapy Group Counseling Program on the Interpersonal Relationship and Happiness of Prospective Early Childhood Teachers

This study aimed to determine the impact on the interpersonal relationships and happiness of prospective early childhood teachers by applying a group counseling program for food expression art therapy. Eight fourth-grade students attending the Department of Early Childhood Education at G University in G City were selected to conduct a group counseling program applying food expression art therapy once a week for 90 minutes. Along with the program's progress, prospective early childhood teachers' interpersonal relationships and happiness were measured in pre- and post-extract, and repeated measurement variance analysis was conducted to verify the program's effectiveness according to the experimental design. In this study, the interpersonal relationship of prospective early childhood teachers was significant, and the subscale satisfaction, communication, trust, familiarity, sensitivity, openness, and understanding were all significant. In addition to happiness, subscale satisfaction and positive and negative emotions were also significant. The group counseling program applying food expression art therapy positively affects prospective early childhood teachers' interpersonal relationships and happiness, so it is necessary to expand this program.

예비유아교사의 4C 역량에 대한 중요도와 실행도의 분석

The purpose of this study is to analyze the importance and implementation level of the 4C competencies of prospective early childhood teachers. The subjects of the study were 171 prospective early childhood teachers attending a 4-year university located in G Metropolitan City. The research tool used was a modified and supplemented questionnaire developed by Park Soo-jeong et al. (2020). Data analysis was performed using paired samples t-test and IPA. The research results are as follows. First, prospective early childhood teachers’ awareness of the importance of the 4C competencies was higher than their level of implementation. Second, the competencies that must be maintained continuously are communication and collaboration, and the competencies that require recognition and improvement are creativity and critical thinking. Through this, teacher training institutions will need to develop and apply a variety of competency-based curricula that can enhance the importance and implementation of creativity and critical thinking of prospective early childhood teachers.

팀기반학습으로 운영된 유아동작 모의수업 경험에 대한 의미연결망 분석

Objectives This study examined the meaning and impact of team-based learning (TBL) on early childhood movement education by analyzing the reflective materials on teaching practices written by prospective early childhood teachers participating in TBL.
 Methods The participants of this study were 45 students enrolled in a 4-year early childhood education program in G City. The movement education class they took involved the design and demonstration of simulated lessons, which were conducted using the Team-Based Learning (TBL) approach. After completing a semester of classes, the learners wrote self-reflection materials on TBL and simulated lessons in the context of movement education. The qualitative data from these materials were analyzed using KrKwic and UCINET to extract keywords and perform centrality and semantic network analysis.
 Results Firstly, the common theme keywords that emerged from the TBL activities and simulated teaching demonstration experiences were ‘lesson plan’, ‘activity’, ‘movement’, ‘class’, ‘children’, ‘simulated teaching’, ‘feedback’, and ‘interest’. Secondly, the keywords associated with TBL activities included ‘time’, ‘team members’, ‘groups’, ‘opinions’, ‘active participation’, ‘challenges’, ‘parts’, ‘materials’, ‘expression’, ‘practice’, ‘modification’, and ‘utilization’. The semantic network analysis of TBL activities revealed a meaningful structure related to simulated teaching and the experiences of TBL activities. Thirdly, the keywords identified in relation to simulated teaching experiences were ‘teacher’, ‘thoughts’, ‘progress’, ‘experience’, ‘field’, ‘assistance’, ‘application’, ‘methods’, ‘process’, ‘rules’, ‘improvement’, and ‘demonstration’. The keyword ‘teacher’ showed high values in terms of linkages, degree centrality, closeness centrality, and betweenness centrality. The proximity centrality of ‘progress’, ‘experience’, and ‘application’ was high, while the betweenness centrality was low. The semantic network structure reflected the effectiveness of learning and application through the preparation and implementation phases of simulated teaching.
 Conclusions The semantic network analysis of early childhood movement education simulated teaching experiences conducted through TBL revealed that prospective early childhood educators perceive TBL activities and simulated teaching experiences as highly significant. These findings underscore the importance of learner-engaged instructional approaches in enhancing the teaching competencies of prospective early childhood educators.

예비 유아교사의 교육실습 기간 동안 SNS 멘토링(mentoring)의 과정 및 경험과 의미 탐색

Objectives In this study, we investigated the SNS mentoring process and experience of prospective early childhood teachers during the educational practice period.
 Methods To this end, SNS mentoring was conducted during the educational practice period for 11 prospective early childhood teachers in Seoul-based three-year early childhood education and 3rd graders. The research period was set from March 19 to May 16, 2022, and the research was conducted using SNS group chat rooms and personal chat rooms, and data collection and analysis were focused on journals with mentors and prospective infant teachers and conversations on SNS. Data analysis was analyzed in the order of transcription, memo, open coding, in-depth coding, and topic generation suggested by Kim Young-cheon (2016).
 Results First, through SNS mentoring, prospective infant teachers were able to think of various ideas through sharing stories with other prospective infant teachers during the educational practice period. Second, prospective infant teachers were able to actively and actively conduct practice during the educational practice period through SNS mentoring during the educational practice period. Third, it became an opportunity to grow a step further as an infant teacher through SNS mentoring. Fourth, SNS mentoring was able to gain emotional stability during the educational practice period for prospective infant teachers in terms of the methodology of mentoring.
 Conclusions SNS mentoring can be conducted without time and space restrictions than other mentoring in accessibility, and the SNS mentoring process will be a good way to support prospective and incumbent infant teachers as mentee's leading mentoring is possible.

Science, Technology, Society, Environment Training Model to Improve Positive Attitudes of Early Childhood Teachers in the Environment

The lack of positive attitude may be caused by the weak implementation of environment education. One of the ways to solve the problem is by preparing prospective early childhood teachers to have the ability to instill environment concern to their students as early as possible so that the students grow up becoming people who care about the environment. The purpose of this research is to develop training scenarios on environmental education using Science, Technology, Society, Environment (STSE) model integrated into scientific thematic lessons, particularly for prospective early childhood teachers. This research is kind of development research. There were three aspects assessed by these experts namely usability, accuracy, and feasibility employing quantitative and qualitative data analyses. User judgment came from the prospective teachers done through interviews, and the data from these interviews were analyzed quantitatively and qualitatively. The results involved three expert assessments in the field of early childhood, environmental education, and educational technology, although further analysis is required. Subsequent investigation conducted on the subject user group, indicating a positive value of 83.3%, in support of the product. Therefore, the efficiency test results showed the training on environmental education using the Environmental Education Training with STSE model and integrated with scientific thematic lessons, were known to enhance 32.44% of all aspects of the prospective teacher's positive attitudes on the environment.

메이커교육이 예비유아교사의 융합인재소양과 공감능력에 미치는 영향

This study was conducted to find out the effect of maker education applied in children's literature classes on the cultivation of convergence talents and empathic ability of prospective early childhood teachers. To this end, maker education was applied to a total of 23 freshmen students taking early childhood education and children's literature classes at a College in Korea, and its impact was verified through pared t-tests on convergence talent cultivation and empathic ability. First, the study showed that maker education for pre-child teachers had a positive effect on fostering convergence talent. All four areas of convergence, creativity, consideration, and communication showed statistically significant results. Second, maker education for pre-childhood teachers was found to have a positive effect on empathy. Among the two areas of cognitive empathic ability and affective empathies, cognitive empathy showed statistically significant results, but affective empathy did not. Through this study, it was confirmed that maker education has an important educational value to promote convergent knowledge necessary for the future society, and implications were drawn that it is a meaningful educational method for teachers who educate future generation.

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.

Developing a digital-based practical Qur’an learning book for prospective early childhood teachers

This study aims to develop a digital-based practical Qur'an learning book for prospective early childhood teachers. This research and development use Alessi and Trollip model with three steps; planning, design and development. Media experts and product material experts validated the product's feasibility. Then, the product was tested on prospective early childhood teachers in Langsa. The results of the development of practice materials for learning the Qur'an based on digital books through media experts before the revision was 68% and increased after being revised to 84%, while the score from material experts before the revision was 56% and increased after the revision to 76%. The teacher was tested first to measure competence in reading the Qur'an using an unfeasible product, and then the second stage test was carried out. Therefore, the revised product shows that the practical Qur'an learning book is feasible to use as a learning medium to improve the competence of prospective early childhood teachers in reading and teaching Qur'an.

Student Teachers' Views on the Skills of Creating Hyper-content Modules for Prospective Early Childhood Teachers

Technology integration in the classroom is indispensably important to enhance the transfer of information in the class. One of the technology-integrated media that can train student-teachers ‘creativity and their computitional thinking is e-module hypercontent. This study investigates the student teacher of early childhood education’ voices regarding the benefits of e-module hypercontent after they completed their e-module hyperconten training. The data was collected through a questionaire. The result indicates that 60% of participants felt that the training material this time was very much needed for future career development, and they felt that the material provided was easy so that their skills in making PAUD learning media in the form of hypercontent e-modules increased.

Training Scenario Development on Environmental Education Using The STSE Model to Improve Positive Attitudes of Prospective Early Childhood Education Teachers towards The Environment

The purpose of this research is to develop training scenarios on environmental education using Science, Technology, Society, Environment (STSE) model integrated into scientific thematic lessons, particularly for prospective early childhood teachers. In addition, product efficiency on the positive attitudes of the trainers towards the environment was examined. The above-mentioned objectives are possibly achieved with the following activities: 1) initializing the Borg Gall model (1999) and 2) assessing the resulting product value using t-test, termed pre-test and post-test. Therefore, the applied simulations were declared suitable for use after series of developmental events.The results involved three expert assessments in the field of early childhood, environmental education, and educational technology, although further analysis is required. Subsequent investigation conducted on the subject user group, indicating a positive value of 83.3%, in support of the product.Therefore, the efficiency test results showed the training on environmental education using the STSE model and integrated with scientific thematic lessons, were known to enhance 32.44% of all aspects of the prospective teacher's positive attitudes on the environment.

A Study on the Flipped Learning Class Experience in Prospective Early Childhood Teachers Attending a Junior College

본 연구는 전문대학 예비 영유아교사들의 거꾸로 학습 수업경험에 대해 탐색하고자 수행되었다. 연구참여자는 대전시에 위치한 전문대학에서 2021년 1학기에 총 15주 중 9주 동안 거꾸로 학습 방식이 적용된 ‘영유아발달’ 교과목을 수강한 학생 38명이다. 수집된 자료는 서술형 질문지, 성찰 저널, 면담, 교수 저널 등이었으며, 수집된 자료는 부호화하여 분석했다. 연구결과 첫째, 학생들은 거꾸로 학습을 접하며 기대감과 걱정을 나타냈다. 둘째, 학생들은 거꾸로 학습의 수업전 활동 과정에서 미리 학습해야 한다는 부담, 수업전 학습량에 대한 부담, 온라인 환경의 문제, 집중의 어려움, 즉각적인 소통의 어려움 등 다양한 부담과 어려움을 경험했다. 셋째, 학생들은 시간을 관리하고, 나만의 노트 정리법을 개발하고, 온라인 환경에 적응하고, 집중력 향상을 위한 환경을 조성하고, 도움을 요청하는 등 나만의 학습전략을 만들어 가는 경험을 했다. 넷째, 학생들은 수업을 부담스럽게 느끼지 않고, 공부에 재미를 느끼고, 적극적으로 참여하고, 만족감과 뿌듯함을 느끼고, 자신에 대한 반성을 하는 등 능동적으로 학습하는 경험을 했다. 본 연구는 거꾸로 학습에 대한 깊은 이해를 가능하게 하고, 전문대학에서 거꾸로 학습을 효과적으로 적용하기 위한 기초자료을 마련했다는데 의의가 있다.

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.

Development and Application of Prospective Early Childhood Teachers Maker Education Program Using Station Teaching Strategy: Focusing on Teaching Materials and Method Study for Young Children

Development and Application of Prospective Early Childhood Teachers Maker Education Program Using Station Teaching Strategy: Focusing on Teaching Materials and Method Study for Young Children