• Proceedings of the KHMA Conference
• /
• 2012.05a
• /
• pp.107-117
• /
• 2012

• Proceedings of the KHMA Conference
• /
• 2011.11a
• /
• pp.256-256
• /
• 2011

• Proceedings of the KHMA Conference
• /
• 2009.05a
• /
• pp.344-344
• /
• 2009

• Korean Journal of Child Education & Care
• /
• v.17 no.4
• /
• pp.163-185
• /
• 2017

This study set out to investigate the joint homeroom teacher system with two regular teachers at early childhood education institutions in a realistic manner, thus contributing to its application to the field, establishing a system of teachers with professionalism, and providing basic data to create and manage the collaborative capabilities of teachers. For these purposes, the investigator collected and analyzed data from 13 semi-structured individual and group interviews with 16 teachers at K Kindergarten in Gyeonggi Province, eight field observations, and four participant observations for about three months from April to July, 2017. The data were analyzed in the stages of qualitative data analysis involving keyword categories, classification, and discovery of sub-themes. Based on the findings, the study categorized the collaborative management of the joint homeroom teacher system with two regular teachers into "job performance," "difficulties," "institutional supports" and "changes." These findings lead to an expectation that the introduction of the joint homeroom teacher system with two regular teachers will establish a foundation for higher quality of education through the process and changes of collaborative management between two teachers with professionalism.

• The Journal of the Convergence on Culture Technology
• /
• v.5 no.1
• /
• pp.177-183
• /
• 2019

The purpose of this study was to investigate the effects of early childhood teachers' job stress and grit on their turnover intention. The subjects were 395 early childhood teachers in the metropolitan areas, and they fulfilled the survey questionnaires on job stress, grit, and turnover intention. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and hierarchical regression analysis using SPSS 22.0. In relationships with early childhood teachers' turnover intention, job stress showed negative correlations, but grit showed positive correlations. Both job stress and grit were revealed to have the effects on turnover intention. Since high rate of early childhood teachers' turnover might have negative impact on young children's development along with the quality of education, the results of this study suggest the importance of efforts to reduce job stress and to improve grit.

• Korean Journal of Childcare and Education
• /
• v.5 no.2
• /
• pp.91-112
• /
• 2009

The purpose of this study was to analysis children's engagement behavior and teachers' linguistic behavior by type of group activity in kindergarten. The subjects were 45 children and 2 teachers of 5 years' class in 2 kindergarten. The data were collected by 16 times observation in general classrooms for 4 weeks to explore the children's engagement behavior and teachers' linguistic behavior. The results of this study are as follows: Firstly, the large group and structural activity from initiated teacher's plan. Secondly, children's watching and listening behavior was most frequently shown in academic large group activity. And children's active engagement behavior was most frequently shown in free play of peer group. Finally teachers explained and directed frequently in academic large group activity. And teacher praise and permission was frequently shown in free play of small group teacher-child interaction. Consequently, it is important to recognize the relationships between the activity type and children's engagement behavior in organized daily program for early child education.

• Korean Journal of Childcare and Education
• /
• v.9 no.1
• /
• pp.281-299
• /
• 2013

The purpose of this study was to examine the relations between the quality of teacher-child relationship, child temperament, and teacher-child interaction. The subjects were 51 3-4 years old children who were attending a preschool in Seoul and their mothers. The mothers of the young children rated child temperament and the head teachers of the children evaluated the quality of teacher-child relationship. The frequency of teacher-child interactions in the classroom was collected through observation during self-selected activities in the classrooms. Observational data included frequency of teacher-initiated interactions and number of child-initiated interactions. The results showed that boys were more likely to have conflictual relationships with teachers and girls were likely to have close relationships with teachers. And lower levels of effortful control were associated with teacher-child conflict. More child-initiated interactions were related to the conflict relationships with teachers. Results suggest that child characteristics and teacher-child interactions contribute to children's relationships with teachers.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.6
• /
• pp.291-300
• /
• 2023

The purpose of this study is to analyze the effect of teachers' motivation for choosing teaching on the relationship with career adaptability through self-directed learning in 271 pre-service early childhood teachers. As a result of the study, first, career adaptability, self-directed learning, and motivation for choosing teaching were high in order. Second, there was a positive correlation that the higher the motivation for choosing a teaching profession, the higher the self-directed learning and career adaptation, and the higher the self-directed learning, the higher the career adaptation. Third, it was found that self-directed learning of pre-service early childhood teachers partially mediated teachers' motivation for choosing teaching and career adaptability. This study is significant in that it sought various perspectives in practicing high-quality early childhood teacher education program and provided basic data on teacher education program.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.7 no.4
• /
• pp.187-200
• /
• 2012

Korean government imposed a free education policy called "Nuri-Curriculum program" available for children under age of 5 ever since march 2012 due to consolidation of national responsibility. The policy presents providing of cost-free and high-quality education/childcare services to people. Nuri program services will expand to applied age of 3-5 children from march 2013. however, because to gain successful outcomes from the program requires well-trained professional educator, it is necessary to standardize education infrastructure in order to improve employees' professionality. Therefore study suggests followings: fisrt, establishment of desirable role-model. second, unification of the training process. third, unifications of administration system and qualification standard. fourth, readjust curriculums to focus on basic knowledge of human life. fifth, clarify the duty of educator and systematize curriculums. sixth, consolidate base criteria.

• Journal of Christian Education in Korea
• /
• v.64
• /
• pp.323-345
• /
• 2020

This study investigated the recognition and difficulty of Christian early childhood education curriculum of Christian early childhood education by analyzing cases of Christian early childhood curriculum experienced by 10 Christian early childhood teachers with more than 4 years of experience in the metropolitan area. From April 4 to June 24, 2018, data were collected by transcribing through a total of 22 interviews: individual interviews (20 times) and group interviews (2 times). In order to categorize the interview data, derive the core categories, and increase the accuracy and validity of data interpretation, it was sent to the study participants for member check and verified by two early childhood education experts. As a result, the perception and difficulty of Christian early childhood teachers' perceptions and difficulties in the Christian curriculum were analyzed as 'Applying Church Education to Nuri Course', 'Applying Nuri Course to Church Education', and 'Learners Understanding for Integration of Church Education and Nuri Course' did. It is hoped that the understanding of the Christian early childhood curriculum will be helped through the recognition and difficulty of the Christian early childhood curriculum experienced by Christian early childhood teachers, and will be provided as basic data for finding a desirable Christian early childhood curriculum.