• 한국생활과학회지
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• 제17권2호
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• pp.181-190
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• 2008

The study aims to find out and examine the variables that make a difference between pre-service teachers' child care efficacy (CCE) and general self-efficacy (GSE). The subjects were 232 pre-service child care teachers going to an educational institution and a college. The results are as follows. First, the variables of "age", "teacher training facilities", "field experience in child care centers", and "experience of child care" and "paraprofessional teachers" are important variables in pre-service teachers' CCE. Second, the variables of "age", "level of education", "teacher training facilities", "field experience in child care center", and "experience of child care or paraprofessional teachers" significantly affect the pre-service teachers' GSE. Third, the "age" variable is essential in explaining pre-service teachers' GSE. The Pre-service teachers' GSE is significantly related to the pre-service teachers' CCE.

• 한국보육지원학회지
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• 제12권6호
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• pp.227-248
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• 2016

The purpose of this study was to investigate the contents of pre-service early childhood teacher's practicum experience in kindergartens and child care centers through the analysis of practice teaching journals. The subjects of this study were a total 52 practice teaching journals of 26 pre-service early childhood teachers who completed their practicum in kindergartens and child care centers. This study analyzed the type of teaching practice management, the type of activities, and the contents of journal writings. The findings are as follows; First, pre-service teachers experienced a similar ratio of the type of teaching practice management in both types of teaching practice. Second, pre-service teachers performed more group activities in practicum in kindergartens, but more choice activities in practicum in child care centers. Third, the journal writing contents of pre-service teachers in both types of teaching practice mainly addressed the operating of educational and child care activities, and the execution of observing young children. But some categories of teacher's competency were hardly addressed. The results of this study could be used as basic data for designing early childhood practicum programs.

• 가정과삶의질연구
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• 제31권6호
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• pp.113-123
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• 2013

This investigation studied 1)the correlations among pre-service child care teachers' behavioral characteristics, social support and self-efficacy, and 2)the mediating effects of pre-service child care teachers' behavioral characteristics and social support on self-efficacy. The subjects were 240 pre-service child care teachers working at S-center for nursery teacher education or I-center for nursery teacher education in the Incheon area. The findings are as follows. First, the relationships among pre-service child care teachers' behavioral characteristics, social support and self-efficacy were examined by showing correlations. Second, we found that in terms of the mediating role of social support in the relationship between pre-service child care teachers' behavioral characteristics and self-efficacy, type D and type S show self-efficacy; they also have a direct impact on the social support indirectly affected through. Thus, social support can be seen as having a partial mediating effect.

• 한국생활과학회지
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• 제20권3호
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• pp.561-582
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• 2011

The purpose of this study was to investigate the current status of pre-service curriculums for child care teachers at universities and colleges in Korea. To accomplish this, a survey was implemented to gather the lists of courses from each department training pre-service child care teachers. A total of 225 departments at universities and colleges across Korea participated in the survey. The results showed that the 37 different courses offered for child-care teacher licensure were different by school type (university or college) and major. Departments in colleges with specific majors such as early childhood education and social welfare offer courses that are also required for other certificates, including kindergarten teachers or social workers, so pre-service child care teachers may not have the opportunity to take courses specifically designed for their specific teaching needs or interests. Accordingly, there may be a restricted number of courses from which to choose during pre-service training periods. Based on the findings from this study, several political implications for improving child-care teacher professionalism were suggested.

• 아동학회지
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• 제29권5호
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• pp.271-283
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• 2008

The purpose of the study was to assess the knowledge of infant development of child care teachers, undergraduate students majoring in child development at universities, and the students at child care training centers. A questionnaire was distributed to 126 in-service and 187 pre-service child care teachers. Data were analyzed by t-test, F-test, Correlation. The results showed that the mean scores of subjects on the Knowledge of Infant Development Inventory (KIDI) were relatively low. Among the 3 groups of subjects, child care teachers had the lowest scores on the KIDI. There were individual differences in the knowledge of infant development by school year, the length of work experience, marital status, age of child, attendance at in-service training events, and kind of license.

• 한국콘텐츠학회논문지
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• 제13권9호
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• pp.485-494
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• 2013

예비보육교사의 보육교사적성을 파악하고 보육교사적성이 교사전문성인식과 보육효능감 및 다문화교수 효능감에 어떠한 영향을 미치는지 살펴본 주요결과는 다음과 같다. 보육교사적성 중 영유아에 대한 친화력에서 남녀 차이가 있음이 밝혀졌으나 다른 영역에서 차이가 없음을 보여 보육교사의 성보다는 보육교사직에 대한 소망과 자질이 중요함을 시사한다. 또한 보육교사적성 중 업무에 대한 소명감이 보육교사전문성 인식을 의미있게 설명하는 변인으로 밝혀졌고, 창의성과 자기계발, 영유아에 대한 친화력, 수용성과 민감성, 안전관리능력이 보육효능감을 의미있게 설명하는 변인으로 나타났다. 마지막으로 창의성과 자기계발이 다문화교수효능감을 설명하는 주요변인으로 밝혀져 예비보육교사가 창의성을 가지고 자신을 계발할 수 있도록 지도하여 다문화교수역량을 높일 필요성이 있음을 시사한다.

• 아동학회지
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• 제33권5호
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• pp.221-246
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• 2012

This study was conducted in order to develop an aptitude test for child care teachers (ATCCT) and to analyze it in terms of both validity and reliability. The main participants in this study consisted of 710 pre-service child care teachers. The results of factor analysis identified 7 factors and 56 items which were selected from 121 items in the original scale. The seven factors were as follows; interpersonal relationship management abilities, receptiveness and responsiveness to children, creativity and personal development, the ability to form close relationships with children, the ability to supervise child safety, the sense of duty, and positive emotions. The four factors were related to social relationship. Criterion-related validity was established by using correlations between the ATCCT and the TSES (Teacher Self-efficacy Scale). The internal consistency was found to be relatively high (Cronbach's ${\alpha}$ = .94) and test-retest reliability was also established (r = .53). In addition, there were differences among pre-service child care teacher groups according to both relative levels of education and courses taught.

• 한국보육학회지
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• 제19권1호
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• pp.117-127
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• 2019

본 연구의 목적은 Ohio State Teacher Efficacy Scale(OSTES)을 활용하여 예비유아교사 교사효능감 척도(PS-TES)를 타당화 하는데 있다. 이를 위한 본 연구는 G지역에 소재한 3년제 대학 유아교육과 3학년 재학생 428명을 대상으로 설문지를 실시하였다. 척도의 타당도와 신뢰도를 확인하기 위해 탐색적 요인분석과 신뢰도(Cronbach's ${\alpha}$)계수, 상관분석 및 확인적 요인분석(CFA)을 실시하였다. 본 연구의 결과를 연구문제를 중심으로 살펴보면 다음과 같다. 첫째, 예비유아교사 교사효능감 척도(PS-TES)의 하위요인을 살펴보기 위해 탐색적 요인분석 결과 3개의 하위요인(교수전략 효능감, 학생참여 효능감, 교실관리 효능감)으로 나타났으며 총 문항은 12문항으로 이루어졌다. 예비유아교사 교사효능감 척도(PS-TES)의 하위요인 신뢰도는 '교수전략 효능감' .82, '학생참여 효능감' .72, '교실관리 효능감' .76으로 나타났으며 전체 신뢰도는 .87로 나타났다. 둘째, 예비유아교사 교사효능감 척도(PS-TES)의 타당도를 살펴보기 위해 확인적 요인분석(CFA)을 실시한 결과 모델 적합도는 CMIN/DF = 1.59, RMSEA = .05, SRMR = .05, NNFI = .96, CFI = .97로 나타나 예비 유아교사 교사효능감 척도(PS-TES)가 적합한 측정 도구임이 확인되었다.

• 한국보육지원학회지
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• 제18권1호
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• pp.71-90
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• 2022

Objective: This study examined the experiences of pre-service Early Childhood teachers who participated in major-associated autonomous club activities. Methods: Participants were 31 students of the Department of Child Care at A University located in Gyeonggi-do, who participated in a major-associated autonomous music club activity. A content analysis was conducted to examine the meaning of the participation experience of pre-service Early Childhood teachers. Qualitative content analysis was the best method to analyze the meaning of their experience while participating in the activities. Results: The meaning of the experience of music club activities was organized into three categories: "enjoying abundant college life," "growing as a competent childcare teacher," and "being a responsible member of a community." Conclusion/Implications: The results show that pre-service Early Childhood teacher's participation in the activities of major-associated autonomous clubs has a positive impact on desirable changes in college life and adaptation to the department and on the growth of future professional Early Childhood teachers.

• 한국보육지원학회지
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• 제13권5호
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• pp.93-109
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• 2017

Objective: The purpose of this study is to provide basic data in order to increase the flourish of early childhood pre-service teachers by examining pre-service teacher's basic psychological needs and characteristics on flourish. Methods: A questionnaire survey was conducted on 200 pre-service teachers majoring in early childhood education in Busan and the results were analyzed. Results: First, the level of basic psychological needs, characteristics and flourish of pre-service teachers was above average and there was a significant positive correlation between basic psychological needs, characteristics and flourish. Second, the characteristics of pre-service teachers were relatively more influential on flourish than basic psychological needs. Conclusion/Implications: The main variables predicting early childhood pre-service teacher's flourish are characteristics and basic psychological needs. And as characteristics and basic psychological needs of pre-service teachers are promoted, the flourish of pre-service teachers is increased.