The purpose of this study was to examine the involvement of early childhood pre-service students (PSSs) in children’s constructive play and highlight how this involvement supported children’s play ...skills towards advanced play behaviours as seen by previous literature. Drawing from the conceptual framework of the Zone of Proximal Development, as proposed by Vygotsky, and supporting adult involvement in children’s learning, we specifically examine PSSs involvement in constructive play. Participants were four out of 26 PSSs participating in their school experience program phase III and 17 children of the ages 5–6 years. Data was collected through videos, 12 in total, of approximately 20 minutes each, during which the PSSs interacted with children while participating in constructive play. Also, data was collected through reflective journals reported after each video. Data analysis highlighted the different ways the PSSs employed to get involved in children’s play, these being either using direct or indirect involvement. This study suggests that early childhood teachers’ reflection can create a Zone of Proximal Action which refers to good fit direct and indirect involvement supporting children’s mature constructive play behaviours.
STEM education integrates the disciplines of science, technology, engineering and mathematics. Relevant research emphasizes a strong relationship among characteristics of STEM education and the early ...childhood period, such as investigation, exploration and observation, communication and playing. To support children in discovering STEM fields and concepts in this early childhood period of rapid learning and development, early childhood educators should prioritize the integration of STEM education into the early childhood curriculum.
This research aims to explore pre-service early childhood teachers' views on STEM education and their STEM teaching practices.
The research group consisted of 91 pre-service early childhood teachers studying at two universities in Istanbul, Turkey.
An open-ended questionnaire and STEM integrated lesson plans were used as data collection tools. Data were analyzed through content analysis and descriptive analysis.
As a result, the themes of 'Contributions of STEM Education', 'Why STEM Education is Suitable for Early Childhood Education' and 'How to Bring STEM Education into Early Childhood Education' were obtained based on pre-service early childhood teachers' views. The categories related to these themes are provided in detail in the 'Results' section. In addition, it was concluded that a majority of the pre-service early childhood teachers prepared and implemented STEM integrated lesson plans successfully.
The present research contributes to the literature related to STEM education in early childhood education, particularly regarding professional development of pre-service early childhood teachers.
Teaching in early childhood classrooms is a female-dominated job all over the world. The aim of this study is to compare male and female pre-service early childhood teachers' sense of self-efficacy. ...The study sample of 451 pre-service teachers consisted of 231 female and 220 males. The Turkish-language version of the Teachers' Sense of Efficacy Scale (TTSES) was used for data collection. The results indicate a significant difference between the male and female respondents' overall sense of self-efficacy, as well as their sense of self-efficacy relating to the specific area of classroom management. However, no significant differences were found in males' and females' sense of self-efficacy with regard to student engagement or instructional strategies.
This study aimed to investigate pre-service early childhood teachers' beliefs regarding their competency in implementing parent involvement strategies as well as examining the predictive impact of ...variables on these implementations, namely general self-efficacy beliefs and parent involvement barrier perceptions. Data were collected from 601 third and fourth-year pre-service early childhood teachers using adapted versions of the General Self-Efficacy Scale, Assessment of Parent Involvement Efficacy Scale, and Parent Involvement Barrier Scale. Descriptive and inferential statistics including multiple regression analysis were employed. Although pre-service early childhood teachers were, in general, found to believe in themselves at a moderate level, they were highly confident in the parent involvement activities despite having high perceived barriers to parent involvement. Moreover, even though competency in beliefs regarding overall abilities were found to be significant predictor of parent involvement related competency, there was no significant correlation between parent involvement self-efficacy beliefs and perceived barriers to parent involvement.
The study aimed to investigate pre-service early childhood teachers’ (PSTs) collective pedagogical content knowledge (cPCK) and personal pedagogical content knowledge (pPCK) on the knowledge used in ...scientific process (SP) through the content representation (CoRe) design, interview, and knowledge used in scientific process (KSP) forms. The data were collected from 36 sophomore PSTs’ with a case study design. At the beginning of the data collection process, the PSTs’ prior knowledge used in SP was determined individually through a pre-interview and the KSP form. At the conclusion of the 13-week science-focused course, post-interviews, the KSP form, and the CoRe form were applied again. The CoRe forms were filled collectively based on their science activities, which were designed at the end of the science course. The PCK developed by Magnusson et al. was used for data analysis and to decide on the main themes of the data. The study’s findings revealed that the PSTs initially had some misconceptions relating to knowledge of SP. While the participants were confused about the knowledge used in SP and made incorrect definitions prior to the science-focused course, nearly all of the PSTs’ conception were changed on all of the concepts used in SP and reflected the most confused skills (especially observing and measuring) to their teaching plans after the course. Therefore, their pPCK and cPCK development were supported by both the science-focused course and collaborative CoRe design. The findings of the study have important implications for government policies and teacher training programs.
이 연구의 목적은 유아의 신체·정신건강발달에 도움을 줄 수 있는 예비유아교사의 신체놀이지원 역량 프로그램을 개발하여, 예비유아교사들이 신체놀이 지도에 대한 전문성을 갖출 수 있도록 구체적인 방안을 제시하는 것이다. 이를 위해서 ADDIE모형의 분석-설계-개발의 과정을 거쳐 프로그램을 고안하였다. 분석의 단계인 과제분석에서는 문헌고찰과 선행연구를 통해 ...신체놀이의 개념, 신체놀이지원역량의 개념, 신체놀이지원역량 관련 심리적 요인을 도출하였고, 교수자와 학습자의 해당 프로그램에 대한 요구분석을 참고하였다. 설계의 단계에서는 과제분석 내용을 기초로 교육목적 및 목표, 교육내용, 교수학습방법, 교육평가로 구성된 프로그램 시안을 설계하여 적절성과 타당성에 대해 전문가 집단의 자문을 구하였다. 마지막으로 전문가 자문 내용에 근거하여 내용구성을 보완하여 최종 프로그램 모형을 개발하여 전문가 집단의 검토의 과정을 거쳤다. 이 연구에서 개발된 프로그램은 예비유아교사 교육 프로그램의 일환으로 활용될 수 있을 것이다.
The purpose of this study is to develop a physical play support competency program for pre-service early childhood teachers that can help children develop physical and mental health, and to suggest specific measures so that pre-service early childhood teachers can have expertise in physical play guidance. To this end, the program was devised through the process of analysis-design-development based on the ADDIE model. In the task analysis, which is the stage of analysis, the concept of physical play, the concept of physical play support competency, and psychological factors related to physical play support competency were derived, and the demand analysis of instructors and learners was referenced. In the design stage, a program draft consisting of educational purpose and goal, educational content, teaching and learning method, and educational evaluation was designed based on the task analysis content to seek advice from an expert group on appropriateness and validity. Finally, based on the contents of expert advice, the final program model was developed by supplementing the content composition and went through the review process of the expert group. The program developed in this study could be used as part of the pre-service early childhood teacher education program.
Objective: The purpose of this study is to investigate the effect of pre-service early childhood teachers' body composition (InBody), health promotion behavior, and teaching efficacy by applying the ...health promotion program. Methods: The subjects were 22 pre-service early childhood teachers who participated in a 5-week health promotion program. The effectiveness of the program was confirmed through pre/post measurements on body composition (InBody) and pre/post tests on health awareness and teaching efficacy. Results: First, the health promotion program showed a statistically significant difference with body composition (InBody). Second, there was a significant difference between eating habits and exercise areas among health promoting behaviors. Third, the health promotion program showed statistically significant differences with teaching efficacy and its subvariables, and general teaching efficacy and individual teaching efficacy. Conclusions: Through a daily life application and experiments of health education for pre-service early childhood teachers, it is possible to lead health promotion behaviors such as physical health and eating habits.
인공지능(AI) 기술이 사회 전반에 활용되면서 유초중등 교육에서도 AI 교육을 정규교육과정 및 예비교사 양성과정에 도입하는 등 그 중요성이 강조되고 있다. 본 연구는 국내 5개 대학 유아교육과 전공 학생 206명이 참여한 설문 결과를 토대로 예비유아교사의 AI 수업 활용 의향에 영향을 미치는 동기적 요소를 탐색하고자 했다. 이를 위해 대표적인 동기모형인 ...기대-가치-비용 이론을 바탕으로 분석모형을 설계했다. 구조경로모형으로 AI 활용 학습에 대한 효능감, 내재가치, 유용가치, 학습 노력비용에 대한 예비유아교사의 인식이 AI 활용 수업의향과 어떤 관계를 갖는지 살펴보았다. 분석 결과, AI 활용 학습에 대한 내재가치와 유용가치가 AI 활용 수업의도를 예측하는 요인으로 밝혀졌다. 이 결과는 예비유사교사들이 AI 활용 학습에서 느끼는 즐거움, 흥미 등 내재적 가치, 그리고 AI 활용 학습이 자신의 미래 직업에 있어 유용할 것이라는 유용가치가 향후 AI를 활용한 수업을 실행할 동기를 높이는 데 기여할 가능성을 시사해주고 있다. 이 결과를 토대로 본 연구는 교원양성 과정에서 예비유아교사가 내재가치를 발견할 수 있도록 다양한 기회를 제공하고 AI 활용 수업의 필요성 및 유용성에 대한 이해를 높이는 것이 필요하다는 점을 강조하였다. 마지막으로 횡단 자료를 활용한 분석 결과 해석의 한계를 밝히고 향후 연구 방향을 제시하였다.
As Artificial Intelligence (AI) technology is increasingly being applied throughout society, its importance in primary and secondary education has been emphasized, including the introduction of AI education into regular curricula and pre-service teacher training programs. This study sought to explore the motivational factors that influence pre-service early childhood teachers' intentions to use AI in their teaching, based on a survey of 206 students majoring in early childhood education from five universities in South Korea. For this purpose, the study developed an analytical model based on the expectancy-value-cost model of motivation. The study examined the relationship between pre-service early childhood teachers' perceptions of self-efficacy, intrinsic value, utility value, and cost of effort in AI-enhanced learning and their intentions to use AI in teaching using a path analysis approach. The results showed that the intrinsic value and utility value of AI-enhanced learning are predictors of the intention to use AI in teaching. These findings suggest that the intrinsic enjoyment and interest in AI-enhanced learning, as well as the perceived utility of AI-enhanced learning for their future careers, may help motivate pre-service early childhood teachers to implement AI-enhanced instruction. Based on these findings, the study emphasizes the need to provide various opportunities for pre-service early childhood teachers to discover the intrinsic value of AI-enhanced learning during their teacher education and to enhance their understanding of the need for and utility of AI-enhanced learning. Finally, this study recognizes the limitations of interpreting results based on cross-sectional data and suggests directions for future research.
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