• 한국생활과학회지
• /
• 제19권3호
• /
• pp.471-485
• /
• 2010

This qualitative study explores how volunteering to help in early childhood education is conceptualized from the perspectives of three parties involved; university students, university professors, and principals as well as teachers, and children‘s mothers from a local daycare center and a kindergarten. Data was collected through journals, interviews, and several other artifacts, such as student portfolios, and letters from mothers. Findings were as follows: firstly, preservice early childhood teachers defined voluntary activity in early childhood education as a service that requires motivation and responsibility, and as an activity that helps to establish their identities as teachers. Secondly, university professors constructed the system for service learning activities and helped preservice early childhood teachers’ change the view from volunteering activity to volunteering learning. Thirdly, the local community referred to these activities in terms of the partnerships made for children‘s education and the possibility of cooperative childcare. The findings of this study describe the perspectives of parties involved and may be helpful in planning and executing specialized volunteer projects as well as in understanding volunteer behavior.

• 아동학회지
• /
• 제25권6호
• /
• pp.117-130
• /
• 2004

The purpose of this study was to investigate the association between educational beliefs and teaching efficacy of early childhood teachers. The subjects were 291 early childhood teachers in Gwangju City and Jeonnam Province. The research showed that teachers' educational beliefs were significantly associated with teaching efficacy for the teachers who have more than five-year-teaching career. In addition, teachers who had maturational educational belief showed higher scores in general teaching efficacy throughout all educational level. Moreover, teachers who had maturational educational belief and interactional educational belief showed higher teaching efficacy scores in public and private kindergartens and private childcare centers.

• 한국보육지원학회지
• /
• 제17권6호
• /
• pp.53-72
• /
• 2021

Objective: This study aimed to reveal early childhood teachers' perceptions of teacher competency for ESD using concept mapping and demonstrating its importance. Methods: 16 early childhood teachers in charge of 3-5 year olds conducted statement writing, and then the importance of selected statements were rated by 160 early childhood teachers in charge of 3-5 year olds. Selected statements were analyzed through multidimensional scaling and hierarchical cluster analysis. Results: Early childhood teachers perceived teacher competency for ESD in early childhood as concept mapping with two-dimensions and six clusters. The following six clusters were established (1) ethics for sustainable development, (2) willingness to participate in ESD, (3) development and operation of a sustainable development curriculum, (4) recognition and practice of environmental issues, (5) realization of value for sustainable development, and (6) practical thinking for ESD. And then among the six clusters, the most important cluster was recognized as 'ethics for sustainable development', and among the statements 'having an open mind to understand multiculturalism and the disabled' was considered relatively important Conclusion/Implications: Based on these results, we discussed the importance of teacher competency for ESD in early childhood, development of teacher competency scale, and preparation of a teacher education plans for each competency.

• 한국보육지원학회지
• /
• 제14권5호
• /
• pp.47-64
• /
• 2018

Objective: This study investigated how early childhood teachers'creativity and teaching flow was associated with their job satisfaction and examined the mediating effect of teaching flow. Methods: Participants were 222 early childhood teachers in Seoul. Descriptive statistics for all study variables were computed. To examine the hypothesized model and the alternative model structural equation modeling (SEM) was used. Results: The results revealed that early childhood teachers'creativity and teaching flow were positively associated with their job satisfaction. Early childhood teachers'creativity had an influence on their teaching flow, however, it didn't have a direct affect on their job satisfaction. Early childhood teachers' teaching flow had an affect on their job satisfaction. Additionally, early childhood teachers'teaching flow mediated the effects of teachers' creativity on their job satisfaction. Conclusion/Implications: In conclusion, early childhood teachers'teaching flow was a key predictor in the relationship between teachers' creativity and job satisfaction. This study provides guidelines for interventions aimed at increasing the job satisfaction of early childhood teachers.

• 한국보육지원학회지
• /
• 제12권4호
• /
• pp.131-149
• /
• 2016

Teacher's practical knowledge is potentially relevant to the teaching practice in his/her classroom. The research explored early childhood teachers' practical knowledge of 'curriculum' via conceptual metaphors. The participants (N=348) completed a prompt, "Curriculum is like A because B" and then the metaphors were analyzed according to the procedure proposed by Moser (2000). The analysis found that 8 themes (i.e. 'educational basis', 'learning opportunity', 'educational material', 'difficulty', 'change', 'pre-determination', 'discordance', and 'reconstruction') were the underlying conceptions signified in those metaphors. The implications regarding early childhood teachers' practical knowledge were discussed on the perspective of post-modern curriculum. Moreover, it recommended the practical knowledge based approach for early childhood teacher education, and transformation of current policy for program evaluation relevant to curriculum conceptualization.

• 디지털콘텐츠학회 논문지
• /
• 제17권5호
• /
• pp.349-357
• /
• 2016

본 연구의 목적은 영유아교육기관을 위한 저작권 교육 연수 요구를 분석하는데 있다. 본 연구에서는 영유아교육기관 원장과 교사 248명을 대상으로 영유아교육기관을 위한 저작권 교육 연수 요구를 조사하였다. 질문지를 사용하여 조사한 자료는 내용에 따라 빈도, 평균, 표준편차 등을 산출하였고, 기초 변인에 따른 차이를 알아보기 위해서 t-검증과 ANOVA 검증을 사용하였다. 영유아교육기관 원장과 교사는 소속기관, 직위, 교육경력 등에 따라서 저작권 교육 연수 요구가 다르게 나타났다. 저작권 교육 연수 주제로는 '영유아교육기관의 업무와 관련된 저작권의 이해'에 대한 요구가 가장 높게 나타났고, 연수 내용으로는 글자체(폰트)와 음원 사용 등의 저작권 침해에 대한 요구가 가장 높게 나타난 것으로 보아 영유아교육현장과 직접 관련있는 내용의 저작권 교육 요구가 높음을 알 수 있었다. 본 연구결과는 영유아교육기관을 위한 저작권 교육 연수 프로그램 개발과 실행에 시사점을 제시하였다.

• 한국보육지원학회지
• /
• 제13권5호
• /
• pp.65-91
• /
• 2017

Objective: This study aims to investigate early childhood teachers' perception of STEAM and suggest activation measures for STEAM according to teachers' background variables. Methods: The researchers conducted a pilot study, and then did survey research for 5 weeks. The participants of this study included 523 teachers of early childhood education institutions in Gwangju metropolitan city and Jeollanam-do Province. Results: The results of this study were as follows. First, early childhood teachers perceived the necessity of STEAM differently according to their age, experience, and academic background. The higher their age, experience, and academic background were, the more they wanted to participate in further teacher training and education. In particular, early childhood teachers' perception and activation measures were very different according to their workplace. These results come from the fact that the conditions in conducting STEAM are different according to their workplace. Conclusion/Implications: In order to activate STEAM, a teacher training program including practical contents and methods should be conducted. Also, it is necessary to carefully organize the content and structure of the teacher training program according to their workplace. This study is meaningful in terms of suggesting activation measures for STEAM by showing how early childhood teachers think about STEAM and what they demand.

• 한국보육지원학회지
• /
• 제15권2호
• /
• pp.125-144
• /
• 2019

Objective: The purpose of this study was to examine the effects of early childhood teachers' music attitude and emotional leadership on their music teaching efficacy in the music education. Methods: 301 early childhood teachers answered the music attitude scale, music teaching efficacy belief instrument, emotional leadership scale, and questionnaire for socio-demographic characteristics and music experiences. Data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation analysis and hierarchical regression analysis. Results: First, early childhood teachers had a higher music teaching efficacy in case of at least 10 years of teaching experiences period, having a post-graduate degree, having a music training experience, enjoying learning musical instruments and singing and listening to music during regular music lessons, and having a long music training experience. Similar results were derived from the subfactors of music teaching efficacy. Second, there were positive correlations(r=.172-.659, p < .001) in the total and subfactors scores among early childhood teachers' music attitude, emotional leadership, and music teaching efficacy. Lastly, early childhood teachers' music attitude and their emotional leadership were explained at 39~52 percent for their music teaching efficacy. Conclusion/Implications: This study suggests that it is important for early childhood teachers' perception of their belief, knowledge and feeling about music education.

• 한국보육지원학회지
• /
• 제17권6호
• /
• pp.1-14
• /
• 2021

Objective: The purpose of this study was to classify early childhood educators' perfectionism types and to identify differences in teacher self-efficacy and teachers burnout according to the types of perfectionism. Methods: The participants of this study were 309 teachers working at early childhood education centers in Seoul, Gyeonggi-do, Daejeon, Se-jong, Kim-Cheon, and Hong-Sung, South Korea. Early childhood educators were surveyed regarding perfectionism, teacher self-efficacy and teacher burnout. The collected data were analyzed using K-means cluster analyses and analysis of covariance. Results: Cluster analyses with self-oriented perfectionism and other-oriented perfectionism as cluster variables resulted in three types of perfectionism among early childhood educators; 'self-other directed perfectionism(33.0%)', 'other directed perfectionism(35.0%)' and 'non perfectionism(32.0%)'. Educators with self-other directed perfectionism reported higher teacher self-efficacy and lower teacher burnout than educators with other directed perfectionism or with non perfectionism. Conclusion/Implications: Early childhood educators' perfectionism may be a significant personality trait linked to quality of education and care in real education settings.

• 한국보육지원학회지
• /
• 제17권5호
• /
• 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.