The Effect of Flipped Learning Instruction Method on Self-Leadership and Learning Motivation of Pre-service Child Care Teachers

플립 러닝을 활용한 수업이 예비보육교사의 셀프리더십과 학습동기에 미치는 효과

The purpose of this study was to investigate the effect of flipped learning for early child care instruction on self-leadership and learning motivation of pre-service child care teachers. The subjects were 54 undergraduate students who major in early child care education related field. Twenty-eight participated in a course, 'Guidance for Young Children', where flipped learning instruction was applied, and the comparison group(28 participants) attended a traditional lecture for one semester. Survey on self-leadership and learning motivation was conducted during the 1st and the 15th week and an in-depth interview with 8 subjects from the experimental group, who voluntarily agreed to participate, was conducted. T-test and open coding was used to analyze the data. The results were as follows. First, flipped learning instruction had a positive effect on pre-service teachers' self-leadership. Second, flipped learning instruction showed positive effect on pre-service teachers' learning motivation. Among the sub scales, there were positive effects on attention, relativeness, and satisfaction. Third, pre-service teachers could actively participate in learning and also focus on learning through process-based flipped instruction strategy. The flipped class experience motivated the teachers to hold initiative in improving work capacity and also helped regulate their thoughts and behaviors. In conclusion, flipped learning instruction applied course provided pre-service teachers with learning motivation and reinforced their competence as self-leaders.