• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.423-429
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• 2022

This study is a study on the perceptions of pre-primary early childhood teachers on teaching and learning methods for infants and toddlers in the early childhood teacher training process. This is a mixed study using word cloud analysis and qualitative case analysis on the subject, focusing on literature research and understanding of pre-primary early childhood teachers' 'teaching and learning methods for infants and toddlers'. The purpose of this study was to find out the meaning of a early childhood teacher through thoughts on teaching and learning methods for infants, difficulties, points to be learned, teaching competency to be good as a teacher, and experiences for teaching professionalism. Through the results of this study, it is expected to find a way to increase their sense of efficacy on teaching and learning methods when conducting classes for young children in the future, and to provide basic data for improving the quality of early childhood education.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.87-109
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• 2017

Objective: The purpose of this study is to examine the relationship between student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. Methods: The participants were 399 student teachers studying child care and education at two-year or four-year colleges in Seoul, Gyeonggi, Incheon, South Chungcheong, and Daejeon. They completed questionnaires on student teachers' perceptions on cooperating teacher's professionalism and motivation to become a teacher. The data were analyzed using ANOVA, t-test, and partial-correlation analyses. Results: There were three findings from this study. First, there was a significant difference in student teachers' perceptions on cooperating teacher's professionalism depending on the type of child care center and education system, rather than the type of class. Second, there was a significant difference in student teachers' motivation to become a teacher depending on the students' education system. Third, student teachers' perceptions on their cooperating teacher's professionalism correlated with their motivation to become a teacher. Conclusion/Implications: This study suggests that student teachers' perceptions on cooperating teacher's professionalism is significantly different depending on the type of child care center or educational system and is related with motivation to become a teacher.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.141-160
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• 2020

Objective: The purpose of this study was to investigate structural relationships among variables related to pre-service childcare teachers' teaching efficacy. Methods: The participants in this study were 408 students in the department of child studies. The students completed questionnaires assessing pre-service childcare teachers' teaching efficacy, social support, self-esteem, and satisfaction level for childcare practicum. Statistical methods for the data analysis were the SPSS 19.0 and AMOS 20.0. And the Maximum likelihood estimation method was used to model fit. Goodness of fit was evaluated using the SRMR, RMSEA and its 90% confidence interval, CFI, and TLI. Results: First, pre-service childcare teachers' social support, self-esteem and satisfaction level for childcare practicum were found to affect their teaching efficacy directly. Also pre-service childcare teachers' social support was found to affect their self-esteem and satisfaction level for childcare practicum directly. Conclusion/Implications: This study is theoretically meaningful in that it shows that high social support, self-esteem, and satisfaction level for childcare practicum can be the main factors that can increase the effectiveness of pre-service childcare teachers' teaching efficacy.

• Journal of Convergence for Information Technology
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• v.9 no.8
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• pp.205-213
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• 2019

The purpose of this study was to investigate the perception and needs on development of lecture to promote creative personality of pre-service teachers. The subjects were 161 students in 4th grade in early childhood education department. The questionnaire was composed of 3 items of 'recognition of creativity personality lecture' and 7 items of 'demand of development for creativity personality lecture'. The data was analyzed frequency and percentage by descriptive statistics. In the results, first, most of pre-service teachers recognized the importance on development of creativity personality lecture, and support of 'development and application of creativity personality lecture'. They recognized that creativity personality lecture was effective. Second, more than half of them responded that they would take creativity personality lecture, and this lecture was most appropriate 2 courses and 3 hours 10 weeks per semester. They demanded a lot of propensity element among creativity education elements, convergence classes in various fields, teaching medium for 'movie and music', and 'portfolio evaluation'.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.457-467
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• 2019

The purpose of this study is to find out how those taking early childhood preservice teachers experience their learning through learner-centered education and the meaning given by such experiences to grasp their values. Especially, to look into experiences of learning the project approach theory studied and directly experienced, which is one of the early childhood educational approach methods, data on participatory observation, personal interviews, personal reflective journals, activity reports and ect. were collected and analyzed by the current writer, who fully participated in the class. The meaning of early childhood preservice teacher'experiences in the project approach was analyzed from the two aspects of 'my' learning activities and 'teacher's teaching activities. In the aspect of 'my' learning activities, they got indulged through purposeful practices in the process of tackling problems that originated from personal interest and wanted to share the joy of learning they'd had with others. Aware of themselves as doers of behavior and thinking, they were found to be able to focus an 'my' own learning activities based on these learning experiences of theirs. In the aspect of 'teacher's teaching activities, project theories and practices done at the same time helped them internalize the project and they learned possible changes ign the project by experiencing actual cases. To sum up, the project approach has its meaning in that it not only helps teachers learn theoretical knowledge but also have reflective thinking through their experiences as doers of learning and form practical knowledge. Accordingly, it indicates th need for intensive discussion on the project approach as a way to educate pre-teachers or current ones.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.1
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• pp.409-420
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• 2016

The aim of this study was to develop and validate an instrument to measure the separation anxiety of mothers who use child care facilities. The scale was developed as follows: initial items generated, validity and reliability tests performed, and final items extracted. The initial items were developed through a literature review and interviews. The content validity was verified by five experts. Using a final questionnaire, the data was collected from 204 mothers who used child care facilities with a convenient sampling method. The construct validity was evaluated by item analysis, exploratory factor analysis and confirmatory factor analysis. The results of confirmatory and exploratory factor analyses showed that the separation anxiety consisted of 6 factors: the mother's guilty feelings (5-items), safety of child care facilities (5-items), trust of teachers (5-items), child's anxiety (4-items), interaction anxiety with the child (4-items), and management of child care facilities (3-items). The separation anxiety scale for mothers using child care facilities consisted of 26 items. The reliability of the developed scale was examined. The Cronbach's ${\alpha}$ coefficient was 0.93. These results show that this scale is a valid and reliable instrument for measuring the separation anxiety level of mothers who use child care facilities.

• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.119-139
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• 2020

Objective: This study aims to identify career decisions based on the variables associated with child care practice and to identify how each factor in the child care teacher's career decisions affects the prospective child care teacher's career decisions affects the prospective child care teacher's career decisions, and to what extent they are able to explain their career decisions to the prospective child care teacher. Methods: Data were analyzed through partial correlation and hierarchical regression. Results: Both the institutional and school variables involved in child care practices were found to have significant static implications for career decisions. The relative explanatory power of these variables has been shown to be significant in practical satisfaction. Conclusion/Implications: The results of the study that the practical satisfaction level, which is the institutional variable related to child care practice, significantly affects the career decisions of prospective child care teachers, recognize the importance of the child care practice in practical institutions where prospective child care teachers practice and suggest appropriate child care practice based on their understanding of the trainee.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.205-218
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• 2018

Objective: The purpose of this study is to explore and analyze the way pre-service early childhood teachers think about teacher happiness through metaphor analysis. Methods: A total of 225 pre-service teachers were selected from 4-year universities in the Gyeongnam area and open questionnaires were distributed to the participants. A total of 207 out of the 225 questionnaires were selected for the study. Results: First, based on psychological well-being, positive interpersonal relationship, self-acceptance, autonomy, environmental control, and life purpose were derived. Pre-service early childhood teachers typified teacher happiness into five types: positive interpersonal relationships, self-acceptance, autonomy, environmental control, and life purpose. Second, pre-service early childhood teachers perceived teacher happiness as positive. Third, pre-service early childhood teachers perceived interpersonal relationships, self-acceptance, and purpose of life as positive, while environmental control and autonomy were perceived as negative. Conclusion/Implications: The results of this study suggest that it is necessary to improve the quality of teachers' education and to develop a program to raise positive awareness of future early childhood teachers. These study results can also be used as basic data for high quality teacher education.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.119-141
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• 2023

Objective: This study aimed to investigate Pre-service early childhood teachers' perceptions and roles regarding young children's free play time. Methods: The study utilized the photovoice method and involved 21 pre-service early childhood teachers who expressed interest in participating. Participants were enrolled in an infants teaching methodology class in B city. The study involved four virtual meetings conducted via untact teams, and the automatic recordings of these meetings were transcribed for analysis. Results: The results revealed that pre-service early childhood teachers recognized young children's free play time as a period to enjoy full freedom, develop as the main agent of their lives, and express their imagination. Furthermore, pre-service early childhood teachers perceived their roles during young children's free play time as a specialist infant observer, a connector between play and learning, and a versatile supporter. Conclusion/Implications: The findings suggest the need for a systematic curriculum to provide pre-service early childhood teachers with a balanced perspective and awareness of the meaning of free play and teacher roles. The study highlights the importance of expanding pre-practice courses for observation of play and field-oriented curriculum for incumbent teachers.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.199-206
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• 2018

The study objective was to understand the effects of self-efficacy and occupational value on the major satisfaction of pre-service childcare teachers. A questionnaire survey was conducted targeting 281 pre-service childcare teachers in A city. In the study results, first, pre-service childcare teachers highly perceived the self-regulatory efficacy and confidence of self-efficacy, the intrinsic value of occupational value, and the general satisfaction and perception satisfaction of major satisfaction. Second, there were statistically significant correlations between self-efficacy, occupational value, and major satisfaction of pre-service childcare teachers. Third, the self-efficacy and occupational value of pre-service childcare teachers had positive effects on the major satisfaction. Based on these study results, there should be more diverse research for the formation of proper self-efficacy and correct occupational value, so that students majoring in childcare could perceive the importance of major satisfaction and also perform their childcare jobs with high-quality.