• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.11
• /
• pp.454-462
• /
• 2018

This study examines the influence of pre-service early childhood teacher's empathy and interpersonal competence on teacher efficacy. The subjects of this study include 358 pre-service early childhood teachers. The instruments used in this study were the emotional empathy scale, interpersonal competence questionnaire (ICQ) and the teacher efficacy scale. Collected data was analyzed using the SPSS program. In order to determine the general background of the pre-service teachers, the frequency and percentages were used. For examination of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, a descriptive statistics analysis was conducted. In addition, in order to assess the relationship among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, Pearson's correlation analysis was conducted. Lastly, for the examination of the effects and relative explanation of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, multiple regression analysis was conducted. The results of this study were as follows: first, pre-service early childhood teachers were shown to have higher empathetic ability, interpersonal relationships and teacher efficacy rates than average. Second, there was a positive correlation among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers. Third, teacher efficacy of pre-service early childhood teachers was influenced by their empathetic ability and interpersonal competence. The results of this study suggest that teacher efficacy improvement programs for pre-service early childhood teachers should consider their empathetic ability. Also, study results emphasize the necessity of empathetic ability and interpersonal relationship improvement program for pre-service early childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.7
• /
• pp.332-340
• /
• 2019

This study examines the influence of pre-service early childhood teacher's social support and adaptability to college life on teacher's efficacy. The study subjects were 394 pre-service early childhood teachers. The instruments were Social Support Scale, Adaptability to College Life Scale and Teacher Efficacy Scale. The collected data were analyzed by using SPSS program. Frequency and percentage were used to determine the general background of the pre-service teachers. To examine social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, descriptive statistics analysis was conducted. To assess the relationship among social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, Pearson's correlation analysis was carried out. To examine the effects and relative explanation of esocial support, adaptability to college life and teacher efficacy of pre-service early childhood teachers, multiple regression analysis was conducted. From the study results, first, pre-service early childhood teachers had higher social support, adaptability to college life and teacher efficacy rates than average. Second, there was a positive correlation among social support, adaptability to college life and teacher efficacy of pre-service early childhood teachers. Third, teacher efficacy of pre-service early childhood teachers was influenced by their social support, and adaptability to college life. The study results suggest that a teacher efficacy improvement program for pre-service early childhood teachers should be provided for ensuring their social support. The study results also emphasize the necessity of social support and adaptability to college life improvement program for pre-service early childhood teachers.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.7
• /
• pp.341-346
• /
• 2019

This study analyzed the relationship between the personality factors in pre-service early childhood teachers and teacher efficacy. To carry out the research, this experiment subjected 228 pre-service early childhood teachers in G city. The collected data were descriptive methods, Pearson correlation analysis and multiple regression using the SPSS 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the personality factors and teacher efficacy. Second, the personality factors was an important factor for predicting the teacher efficacy of pre-service early childhood teachers. Also, the explanation power of personality factors for teacher efficacy of pre-service early childhood teachers was 25%, extroversion is one of the most personality factors of infant pre-serve early childhood teacher. Therefore, according to this research, a preserves early childhood teacher training program for improvement of extraversion in personality factors is strongly desired.

• Korean Journal of Childcare and Education
• /
• v.17 no.5
• /
• pp.105-128
• /
• 2021

Objective: This study aimed to explore the experience and meaning of pre-service early childhood teachers who practiced health promoting activities for themselves. Methods: Research participants were 115 pre-service early childhood teachers enrolled in the health education for children course at one college in G region. The reports of activity records of their eight-week long health promotion activities were collected as qualitative data followed by content analysis being implemented. Results: First, the experience of the health promoting activities the participants took part in was categorized into 'Early phase of experience: A mix of worries and anticipation, and success and failure', 'Mid phase of experience: Being motivated by physical changes and records', and 'Late phase of experience: Continuous execution through habituation.' Second, the meaning of health promotion activities the participants took part in was categorized into 'A great opportunity for introspection', 'A meaningful start of college life', and 'A valuable chance to consider desirable roles of a teacher for early childhood health education.' Conclusion/Implications: The results of this study suggest that pre-service early childhood teachers should pay close attention to their health management, and that contents that emphasize the importance of teachers' health should be included in health education.

• Journal of Korea Entertainment Industry Association
• /
• v.13 no.5
• /
• pp.155-165
• /
• 2019

The sense of happiness of early childhood teachers has a great influence not only on teaching but also on infants. The purpose of this research is to investigate how prospective pre-service teachers' sense of happiness influence their teacher professionalism and teacher efficacy. The subjects were 264 pre-service teachers' in Gwangju metropolitan city and Jeollanamdo province. Statistical analysis of this study was done by Pearson's correlation coefficient and multiple regression analysis using SPSS WIN 22.0 program. The results of this study were as follows. First, there were significant positive relationships among the sense of happiness on teacher professionalism and teacher efficacy. There was a significant positive correlation between external happiness, inner happiness, and self-regulated happiness, which are indicating that there is a meaningful correlation between pre-service teachers' sense of happiness, teacher professionalism and teacher efficacy. Second, the sense of happiness was an important factor for predicting the teacher professionalism and teacher efficacy of pre-service early childhood teachers. The results of this study show that the pre - service teacher 's sense of happiness is a predictor variable that positively affects teacher professionalism and teacher efficacy. In conclusion, It is meaningful in seeking ways to improve teacher education by enhancing the euphoria of prospective pre-service teachers during school life and strengthening positive aspects of the educational contents and processes of the institutions that train infant teachers.

• The Journal of the Korea Contents Association
• /
• v.16 no.10
• /
• pp.664-675
• /
• 2016

The purpose of this study was to identify the duties and tasks of pre-service health education teacher in elementary school using DACUM method. DACUM workshop was conducted for the fourth year nursing students located in J province who completed a health teacher teaching course and performed practical training course in elementary school. By carrying out DACUM workshop duties, tasks, task-specific importance, difficulty and frequency were analyzed, and were derived with the knowledges, skills, attitudes, tools, and future prospects on job requirements and characteristics. The derived job analysis information was verified the content validity from 6 field experts in school and 2 professors of education. Based on the result, DACUM chart was developed. DACUM chart was consisted of 6 duties and 24 tasks, knowledges, skills, and attitudes for job performance were derived. The result of study showed that health care in elementary pre-school health education teacher practicum was listed as the most important duty. Teaching and writing skills were presented to practice basically. Because the importance and role of the health teachers in school are considered necessary, it is considered to increase institutional support for the development of health education program and the improvement of educational environment.

• The Korean Journal of Community Living Science
• /
• v.22 no.4
• /
• pp.519-533
• /
• 2011

The objective of this study was to follow up changes in knowledge related to the mathematics education field work of preliminary early childhood teachers. The subjects of this research were 28 students who were taking mathematics education courses in early childhood education departments at various universities. This research ran for 15 weeks and was conducted through field work relating to mathematics education. The study collected data from pre-service teachers' knowledge, the diagram of concept, writing journals, interviews, and materials from the internet. Through this procedure, pre-service teachers' knowledge for mathematics education could later be expanded, ordered, and integrated. In addition, pre-service teachers not only understood the importance of contents and levels of lesson plans, but also learned how to utilize educational media to make effective lessons. Furthermore, pre-service teachers realized that the mathematical concepts of students could be expanded depending on the contents and methods of pre-service teachers' lesson plans and students could then apply these concepts into daily situations.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.1
• /
• pp.144-151
• /
• 2019

The purpose of this study was to investigated of the pre service teacher's information availability and concern and perception of coding education for young children. The subjects were 230 pre service teacher attending a A college micro politan city Questionnaires. The collected data were analyzed by ANOVA and Pearson's correlation coefficient analysis with SPSS Program. The results were as follows: First, the pre service teacher's information availability was smart phone usage levels that the most of all and the next was computer usage levels. Concern of coding education for young children that consequence concern was the highest and the next that collaboration concern, personal concern, information concern, refocusing concern, management concern. The other side unconcerned was most of least. Perception of coding education for young children that necessity perception, content perception, environmental perception was the over of mean. But operational perception was the low. Second, The information awareness, smart phone usage levels as each domain of information ability, usefulness of use was positively associated with Personal concern. But the information ability were negatively correlated with management concern. The information awareness was associated with necessity of coding education. The useful and ease of use of education were positively associated with content coding education.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.6
• /
• pp.45-52
• /
• 2016

The purpose of this study was to investigate the meaning of conflict experience in cooperative learning activities of pre-service early childhood teachers. The subjects were 85 pre-service early childhood teachers in W university. The data were collected through unstructured interviews and journal writings of the participants. The study results were as follow. First, pre-service early childhood teacher's conflict experiences in cooperative activity are team meeting, fair participation and evaluation, and conflict of the personal relations. Second, pre-service early childhood teacher's conflict resolution experiences in cooperative activity are autonomy of the team meeting time, reflective thinking, sentimental support, recognition of others, and solving problems by the time spending together. Third, the meanings of conflict experience in cooperative activity are formation of felt responsibility, self-growth through consideration of others, reciprocity, and recognition of the meaning of cooperation.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.4
• /
• pp.183-191
• /
• 2024

The purpose of this study was to investigate the impact of pre-service early childhood teachers' self-esteem on their health promotion behaviors. The participants were 230 pre-service early childhood teachers from Seoul and Gyeonggi-province. The data were analyzed using the SPSS version 22.0 program. The results of the study can be summarized as follows: Firstly, the self-esteem and health promotion behaviors of pre-service early childhood teachers were found to be above average. Secondly, there was a significant correlation between the self-esteem of pre-service early childhood teachers and their health promotion behaviors. Thirdly, the factors influencing the health promotion behaviors of pre-service early childhood teachers included self-esteem, academic grade, and satisfaction with their major, which together accounted for 28% of the variance. This study is significant as it empirically demonstrates that self-esteem is a crucial factor influencing the level of health promotion behaviors among pre-service early childhood teachers.