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Analysis on Pre-service Early Childhood Teachers' Stage of Concerns about Software Education According to the Concerns-Based Adoption Model

예비유아교사의 소프트웨어 교육에 대한 관심도 분석: 관심중심수용모형(CBAM)을 중심으로

  • Jung, Ji-Hyun (Department of Early Childhood Education, Kyungsung University)
  • 정지현 (경성대학교 유아교육과)
  • Received : 2017.06.30
  • Accepted : 2017.07.07
  • Published : 2017.07.31

Abstract

This study surveyed pre-service early childhood teachers' level of concern about software education on the assumption that software education will be introduced into early childhood education in the future. It was shown that the pre-service early childhood teachers' level of concern about software education is the highest at stage 0(95%) and that they have a high level of informative, personal and managerial concern. Thus, a non-user pattern was mostly indicated. However, compared to the typical non-user pattern, their personal and informative level of concern is slightly higher. A 'tailing up' phenomenon to stage 6(refocusing) was shown. Hence, a pattern aspect close to critical non-user appeared to some extent. A difference in the significant level of concern was shown at all stages, except for managerial concern, according to the need for awareness, the appearance of a future implementation plan, and technology efficacy level. Based on this outcome, it was proposed that teacher training in early childhood software education should be made available as part of the educational activity connected with the Nuri Curriculum, since this would be more suitable for young children's developmental level than the early childhood software education, including coding education, etc., currently found in private institutions.

Keywords

Concerns-Based Adoption Model(CBAM);Early childhood teacher education;Stages of Concern(SoC);Pre-service early childhood teachers;Software education

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