Prospective Early Childhood Teachers Research Articles

예비유아교사의 가족 건강성과 학업 스트레스 간의 관계에서 자아탄력성의 매개효과

Objectives The purpose of this study is to verify the mediating effect of ego resilience between family health and academic stress of prospective early childhood teachers. Methods To carry out the research, surveys were given to 480 future early childhood educators who were part of 3- and 4-year early childhood education programs. Out of these, 456 surveys were considered suitable for the study after removing the ones that were either not returned or not filled out sincerely. The data from these surveys were then analyzed using two software tools: SPSS version 25.0 and Process macro version 4.2. Results The results obtained through the above method are as follows. First, it was found that as the family func-tionality of prospective early childhood teachers increases, their ego resilience increases. Second, it was found that as the family functionality of prospective early childhood teachers increases, their academic stress decreases. Third, it was found that the higher the ego resilience of prospective early childhood teachers, the lower their aca-demic stress. Ego-resilience showed a partial mediating effect in the relationship between family functionality and academic stress of prospective early childhood teachers. Conclusions The academic stress of prospective early childhood teachers is due to their psychological and emo-tional aspects. This study revealed that family health has a decisive influence on the psychological and emotional aspects of prospective early childhood teachers, and that ego resilience also exists. In particular, ego resilience played a mediating role between family health and academic stress. Therefore, in order to manage academic stress among prospective early childhood teachers, various strategies should be prepared to increase their family health and ego resilience in a positive direction.

예비유아교사의 현장실습을 통한 변혁적 역량 탐구

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

유아 예비교사의 셀프리더십과 자기효능감 간의 관계 연구

This study examines the relationship between self-leadership and self-efficacy in prospective early childhood teachers preparing for a teaching career. The research questions examine the relationship between self-leadership and self-efficacy in prospective early childhood teachers, as well as how self-leadership influences self-efficacy. The study involved 234 prospective early childhood teachers, and the self-leadership scale developed by Houghton & Neck(2002) was used. For measuring self-efficacy, a questionnaire translated by Hong Hye-young(1995), based on the instrument by Shere, Maddux, Mercandante, Prentice-Dunn, Jacobs, and Rogers(1982), was utilized. Data collection methods included calculating Cronbach's α for reliability, and using frequency analysis to examine general characteristics. In addition, correlation analysis and multiple regression analysis were performed. The results of this study are as follows: First, there was a correlation between all sub-factors of self-leadership and self-efficacy in prospective early childhood teachers. Second, among the sub-factors of self-leadership, behavior-focused strategy had a significant impact on self-efficacy. The significance of this study lies in its potential to serve as foundational data for developing training and programs related to behavior-focused strategy, a sub-factor of self-leadership, to enhance self-efficacy, thereby helping prospective early childhood teachers work as proactive educators in the field.

예비유아교사의 인성 및 교직적성이 교사효능감에 미치는 영향

Objectives The purpose of this study is to investigate the impact of prospective early childhood teachers' personality and teaching aptitude on teacher efficacy. Methods The research subjects were 220 students enrolled in the early childhood education department of 3- and 4-year universities located in Seoul, Gyeonggi-do. 199 copies of the questionnaire were used as the final data, and correlation analysis and stepwise multiple regression analysis were performed to analyze the collected data. Results First, it was found that the personality and teaching aptitude of prospective early childhood teachers were positively correlated with teacher efficacy, and that the higher the personality and teaching aptitude of young children, the higher the teacher efficacy. Second, the personality and teaching aptitude of prospective teachers were found to have a significant impact on teacher efficacy, and personality has a relatively higher influence than teaching aptitude, and among the personality sub-factors of prospective teachers, positive self-concept and job performance. , creative personality, and understanding of children's characteristics were found to have an influence among the sub-factors of prospective teachers' teaching aptitude. Conclusions Through this study, we were able to confirm the importance of the personality and teaching aptitude of prospective early childhood teachers in order to increase their teaching efficacy, and suggested the need for efforts by prospective teachers to help their personality and teaching aptitude.

관찰에 대한 그림그리기를 통해 나타난 예비유아교사의 인식 분석

The purpose of this study is to apprehend the relevant perception of prospective early childhood teachers by analyzing the drawings of prospective early childhood teachers from observation. To this end, 22 prospective early childhood teachers enrolled in the 3rd grade of the Department of Early Childhood Education at H University participated in the study from September 14 to 21, 2023. After drawing, the first interview consisted of introducing one's drawing and answering questions, and the second interview involved appreciating, sharing, and comparing each other's drawings. The results are as follows. In the drawing from observation undertaken by prospective early childhood teachers, firstly, ‘awareness of the direction of observation' appeared. The participants recognized observations as a means of understanding young children, imposing the process at the center, and accompanying an effort must be accomplished. Secondly, ‘awareness of the role of teachers as observers' appeared. They acknowledged that teachers play a role in sending affectionate attention, always keeping their positions, and putting what they have come to understand into practice when performing the observation. Based on these research results, it is expected that a teacher training course will be implemented to support prospective early childhood teachers to realize the value of observation.

예비유아교사의 ESG 인지 유무에 따른 ESG 차이와 교육 요구도 분석

The purpose of this study is to analyze Environmental, Social, and Governance (ESG)differences and educational needs among pre-service early childhood teachers based on their ESG awareness. The subjects of the study are 113 students at A University in the Chungcheongbuk-do region. SPSS 25.0 and Excel programs were used to analyze the data. The data were analyzed using IPA, Borich Needs Model, and The Locus for Focus Model, and differences between current awareness levels and importance were examined using t-tests. The main findings are as follows: First, an analysis of the differences in current awareness levels of ESG based on the awareness of prospective early childhood teachers revealed statistically significant differences in current awareness levels of ESG and its subdomains, Environment and Social, whileno statistically significant difference was found in the current awareness level of Governance. The analysis of differences in the importance of ESG revealed that while there were no statistically significant differences in the importance of ESG and its subdomains, Environment and Social, there was a statistically significant difference in the importance of Governance. Second, the analysis of educational needs regarding ESG among prospective early childhood teachers who are aware of ESG resulted in common items derived from both the 1st quadrant (HH) of The Locus for Focus Model and the priority items identified in Borich's needs analysis. These include the necessity for transparent operation of early childhood education institutions, as follows: '12.Prevention of inappropriate succession in early childhood education institutions', '13.Prevention of unethical behaviors, such as embezzlement, by members of early childhood education institutions', '14.Efforts to maintain the soundness of the governance structure of early childhood education institutions'. Third, the analysis of ESG educational needs among prospective early childhood teachers who were previously unaware resulted in no common items between the 1st quadrant (HH) of The Locus for Focus Model and the priority items identified in Borich's needs analysis. However, the third priority item in Borich's analysis was prioritized in The Locus for Focus Model. Thus, while no common items were found between the two models, the third-ranked item in Borich's analysis was prioritized in The Locus for Focus Model, suggesting that '10.Establishment and execution of fair trade, anti-corruption, and ethical management policies for cooperative partners of early childhood education institutions'should be considered the top priority. The research findings underscore the necessity of developing a curriculum for early childhood education that incorporates subjects such as ethics, morals, philosophy, organizational behavior, leadership, and social responsibility to introduce ESG courses. Consequently, based on these findings, we propose integrating ESG principles into early childhood education from a managerial perspective.

예비유아교사의 유치원교사에 대한 이미지 변화 연구

The purpose of this study the images of kindergarten teachers thought bypre-service kindergarten teachers and whether the images of kindergarten teachers thought bypre-service kindergarten teachers change during the teacher training period. In this study, datawere collected through picture metaphors from 42 early childhood education students in thefirst semester of the first year and the first semester of the fourth year. The results of thestudy are as follows. First, the external images of kindergarten teachers thought by prospective early childhood teachers were ‘smiling’, ‘playing with children’, and ‘observingand supporting’, and the internal images of kindergarten teachers were ‘personal qualities’,‘professional competency’, and ‘professional attitudes’. Second, during the teacher trainingperiod, prospective early childhood teachers further consolidated ‘personal qualities’ amonginternal images and became to perceive ‘professional attitudes’ highly. Third, compared to thefirst grade, the fourth grade showed more complex images. With regard to the reason why theimages of kindergarten teachers changed, prospective early childhood teachers answered that‘major learning’ and ‘practical experience’ were important factors. Centering on the studyresults as such, a plan to support image formation that can help understanding teachers’ rolesin kindergarten teacher training was proposed.

아동기 부정적 경험이 우울에 미치는 영향에 대한 회복탄력성의 매개효과: 예비 유아 교사를 중심으로

아동기 부정적 경험이 우울에 미치는 영향에 대한 회복탄력성의 매개효과: 예비 유아 교사를 중심으로

예비유아교사의 자연 친화적 교수 태도와 숲 체험 활동에 대한 인식의 요인 연구

Objectives The purpose of this study is to investigate factors that affect prospective early childhood teachers' na-ture-friendly teaching attitude and perception of forest experience activities. Methods For this purpose, a survey was conducted targeting 290 students in the Department of Early Childhood Education in Seoul and Gyeonggi Province, asking questions about educational and personal factors, and their per-ception of nature-friendly teaching attitudes and forest experience activities. The collected data were analyzed using SPSS 25.0 program. The basic statistical values of each variable were measured, inter-group differences and correlations between variables were analyzed, and multiple regression analysis was performed. Results The results of this study are as follows. First, the group that has experience taking forest-related subjects, which is an educational factor for prospective early childhood teachers, has a high interest in forest-related educa-tion as a personal factor, and has a high willingness to practice forest-related education, has a nature-friendly teaching attitude and a higher level of awareness of forest experience activities. found to be high. Second, there was a positive correlation between the experience of completing forest-related subjects, which is an educational factor for prospective early childhood teachers, their interest in forest-related education, their willingness to prac-tice forest-related education, their nature-friendly teaching attitude, and their awareness of forest experience activities. Third, it was confirmed that the experience of completing forest-related subjects and willingness to practice forest education were factors in prospective early childhood teachers' nature-friendly teaching attitude and awareness of forest experience activities. Conclusions This suggests that in order for prospective early childhood teachers to have a nature-friendly teach-ing attitude and a high awareness of forest experience activities in the early childhood education field, prior educa-tion is necessary by completing forest-related subjects during the training course. In order to educate children about nature and forests in the early childhood education field, it is necessary to have a teaching attitude and a positive perception by completing forest-related subjects from the training stage.

‘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.

PBL 기반 유아문학교육 수업에 대한 예비유아교사의 경험과 인식

Objectives The purpose of this study is to explore the process of experience of prospective early childhood teach-ers and examine their meaning by operating PBL-based early childhood literature education courses for pro-spective early childhood teachers. Methods 25 first-year students of the Department of Early Childhood Education at the 4-year College of Education located in Gyeonggi-do were selected as research participants and problem-oriented learning was applied to ear-ly childhood literature education classes for a total of 15 weeks from September to December 2022. The data col-lected reflective journals and group interview data of research participants, and analyzed the experiences and per-ceptions of prospective early childhood teachers in the PBL-based early childhood literature course. Results The experience of prospective early childhood teachers in PBL-based early childhood literature education classes was found to be familiar and unfamiliar early childhood literature, an “expansion of knowledge about early childhood literature education” that was more enjoyable to see and see, and an “experience of collaborative prob-lem solving” that gave them the pleasure of being together rather than alone. The perception of prospective early childhood teachers through PBL-based early childhood literature education classes contains various values and expands from daily life and curiosity to imagination and creation. Conclusions This study is meaningful in seeking various and effective teaching and learning methods in the teacher training process for the qualitative growth of early childhood literature education and providing the basis for the development and application of specific programs.

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.