Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp.47-71 DOI: http://dx.doi.org/10.21024/pnuedi.28.4.201812.47 * A Study on the Recognition and Experiences of Childcare Practice of Pre-service Early Childhood Teacher s Purpose: The purpose of this study was to examine the perceptions and experiences of pre-service early childhood teachers in teacher education. Method: This study was surveyed This study was conducted to 112 pre-service early childhood teachers. In order to collect the data, descriptive statistics were surveyed through surveys to investigate the awareness of childcare practitioners' experiences during the period of childcare practice. Interviews were conducted with pre-service early childhood teachers to find out the qualitative part of the research. Results: First, Child care teacher instructors informed pre-nursery teachers about information about the interests, characteristics, and abilities of individual infants, but rarely showed misconceptions without showing confusion and showing various teaching methods. The types of childcare facilities desired by employment were the highest in the national daycare centers. In order to improve the quality of teaching practice and to improve the teaching effectiveness, it is said that the university has thoroughly received the pre-education and instructed by the instructor of the practical institution. Therefore, in the process of teacher training of the university and the institute, it is necessary to develop a teaching strategy that focuses on actual field instruction, teaching methods, guidance skills, and theories. Second, experience of pre-service early childhood teacher's experience of 'Early childhood: Understanding', 'class: Configuring', 'guidance teacher: Making a relationship', pre-service early childhood teachers: Change, 'institution: Exchange information' was meaningful. Conclusion: This study proposed a practical implication in planning standards for childcare practice by providing a realistic understanding and effective information on childcare practice awareness and experience. Key words : pre-service early childhood teachers, childcare practice, recognition, experience * 2018. Corresponding Author: Kang, Mun-Suk. International University of Korea, Dept. of Early Childhood Education, Dongbu-ro 965, Jinju Gyeongsangnam-do, Korea, e-mail: storytelling@iuk.ac.kr
... (Freire, 1998).,.,,,,,..,, (, 2009)., (,, 2010)., (,,,, 2010a), (Bloom & Sheere, 1992). (,, 2018).,, (Simons & Simons, 1986),.,,, (,, 2000).,,,,, (, 2009). (,,, 2001), -,, (, 2006)
.,., (,,, 2004), 6.,,,,,,,,,, (,,, 2004).,, (, 2008).,, (,,,,, 2007),,, (, 2009).,., (,, 2010).,., (,, 2014), (,,, 2009).,, (,, 2014). (APEID, 1992), (, 2009),.,,,,.,, (,, 2018;,,, 2004;,,, 2003),., (2018),..
..,?,?. P 4 (P, D, S) 2017 6 ~8 3 112 ( 106, 6 )... n % (%) 20~21 84 75 22~24 12 10.8 112(100) 25 16 14.4 16 14.3 84 74.0 112(100) 12 10.7 0~1 20 17.9 2~3 68 60.7 5 8 7.1 16 14.3 112(100) 20~21 84 (75%), 25 16 (14.4%), 22 ~24 12 (10.8%), 20 ~21. 84 (74.0%), 16 (14.3%), 12 (10.7%). 2 ~3 68 (60.7%), 0 ~1 20 (17.9%), 5 8 (7.1%) 2 ~3. 6, (1 ), (2 ~5 ), (6 ).
, 1, 5. 3, 4, 3.. 1, 7. 36,,,.. (1981),, (1994). 10,,. 119 7 112.,,,,,,,,,, 14. Cronbach s α.80. 10., 3~4 3 3 (4 ).. A4 33.
SPSS 21.0,., Spradly(1980),.,. (Guba, 1985).. 1) 보육실습지도교사, 취업에대한내용 n(%) 4.14 1.24 28(25),, 3.64 1.28 44(39.3) 3.71 1.12 4(3,5), 3.57 1.03 12(10.7) 3.54 1.17 5(4.5) 3.86 1.08 4(3.5),, 3.36 1.59 5(4.5), 3.36 1.55 5(4.5) 2.75 1.53 5(4.5),, 44 (39.3%), 28 (25%),, 12 (10.7%).
4 (3.5%). n % 40 35.7 24 20 20 4 4 112 100, 40 (35.7%), 24 (21.4%), 20 (17.9%).. n(%) 100(89.3) 112(100) 100(89.3) 112(100) 100(89.3) 112(100) 100(89.3) 112(100) 88(78.6) 112(100) 56(50.0) 112(100),,,, 100 (89.3%), 88 (78.6%), 56 (50.0%).,,,, 50%.
2) 보육실습의질향상을위한방안 n % 32 28.6 32 28.6 24 21.4 12 10.7 12 10.7 112 100 32 (28.6%), 24 (21.4%),, 12 (10.7%). n % 44 39.3 44 39.3 20 17.9 4 3.6 112 100, 44 (39.3%), 20 (17.9%), 4 (3.6%).
n % 68, 20 16 8 7.1 112 100, 68 (60.7%), 20 (17.9%), 16 (14.3%). 8 (7.1%). n % 72 24 21.4 16 0 0 112 100, 72 (64%), 24 (21.4%), 16 (14.3%). 0 (0%),. n % 64 20 16 14.3 8 4 112 100
64 (57.2%), 20 (17.9%), 16 (14.3%).. 8 (7.1%), 4 (3.6%). n %,, 52 46.4 ( ) 32 28.6 28 25.0 112 100,, 52 (46.4%), ( ) 32 (28.6%), 28 (25.0%). n % 36 32.2 24 21.4 12 10.7 12 10.7 (6 ) 12 10.7 12 10.7 4 3.6 112 100, 36 (32.2%), 24 (21.4%). (6 ),,, 12 (10.7%).
n % 52 46.5 40 35.7 12 4 3.6 4 3.6 112 100, 52 (46.5%), 40 (35.7%), 12 (10.7%). 4 (3.6%).,,,,,.,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 1) 영유아에대한경험 : 이해하기..,,,, (, 2009).
.... (9. 7. K, H, A )... (, 2003)..,,.,.... (10. 26. J, B, Y ).., (Dewey, 1916). (, 2009).... (9. 14. G, J ).,,.,.,
. (thoughtfulness), (watchfulness) (Aoki, 1992). Noddings(1986),.,,.. 2) 수업에대한경험 : 구성하기..,,, 2, 1~2, 1, 1~2 (, 2008).,,,..,. 5. (10. 19. K, O, Y ). (Katz, 1980).,.,.,.. (,, ). (9. 14. H, O ).,. 1,.,,.
7... 1 2 (10. 5. G, B, A ).. (Schon, 1983)... (, ).... - (10. 12. P, O, Y, D )..,.,, (, 2012)... 3) 지도교사에대한경험 : 관계형성하기....... (9. 21. H, P )...,
.,,,,.... (9. 28. P, B, Y )............. (10. 19. D, J, B, A ).,.,.... (Buber, 1954)., ( ) (, 2009). (Buber, 1954).
4) 예비유아교사자신에대한경험 : 변화하기,,,..,. 5. (9. 7. W, K, D ).. (9. 7. W, K, D )...,.,...,, (10. 17. J, H, A ).......
. (10. 21. P, B, Y )..,. 5) 기관에대한경험 : 정보교류하기...,... (10. 26. O, G, K )..... (10. 12. O, B, Y ).,. (, 2012).,,,..
,.... (10. 5. J, H, O, A ).,..,.,....,,,,.,.. (, 2003) (Poulou, 2007),.,,.,...,,..
,,.,,,,. (, 2009),.,,.,,,,.,... (2009).., (2016).,,. 36.,.,.,, (2003).. Darr(1985), (2010), (Hord, Rutherford, Huling-Austin, & Hall, 1987),.,,
.,,, (2010b)., (Johnston, 1992).,,,, 5., 2, 1~2, 1, 1~2 (2008).,,.,,, (, 2009).,.,. (, 2011),,, (2001).,.,., (,, 2014).,., (O'Neil & Stephenson, 2012).,,.,...,.
,,.. (2003).,,,,,,,.,.,.,., (2018),,, (2003),,.,,,,,, (2010a)., (,,, 2003),.,,.,, (,,, 2003;, 2008),,,, (2004).,,,.,,, (the technologycal orientation)(, 2009)...,.
.,,.,., (2018). HRD( ). (1), 1-23., (2010).. (1), 231-250. (2009).. (4), 85-114., (2010).. (2), 135-150.,,, (2010a). :,,. (6), 57-70.,,, (2010b). :,,. (3), 243-265.,, (2003).. (2), 243-276. (2011).. (3), 103-123. (2006).. (6), 177-198.,, (1994). 4. (1), 173-197. (2009).. (2), 389-410. (2003). :. (2), 223-248., (2011). 3. (1), 461-484.,, (2004).. 47-66.
(1981)...,, (2001).. (2), 73-97. (2009). :. (3), 41-67.,,,, (2007). ( :., (2010).. (4), 107-135. (2012).. (4), 179-200. (2012)... (2016).. (8), 107-116. (2008). -,,, -. (6), 215-235.,, (2009).. (3), 437-448., (2014).. (2), 193-213.,, (2003).. (2), 243-276., (2000).. (1), 19-40. (2003).. (6), 117-131. Agee, J. M. (1997). Readers becoming teachers of literature. Journal of Literacy Research, 29(3), 397-431. APEID. (1992). Education for nurturing enterprising abilities. Bangkok: Asia and the Pacific Programme of Educational Innovation for Development. Aoki, T. T. (1992). Layered voice of teaching. In W. M. Reynolds(Eds.). Understanding curriculum as phenomenological and deconstructed text (pp. 17-27). New York: Teachers College Press. Columbia University. Bloom, P. J., & Sheere, M. (1992). The effect of leadership training on child care program quality. Early Childhood Research Quarterly, 7, 579-594.
Buber, M. (1954). Between Man & Man. Trans, R. G. Smith. London Routhledge & Kegan Paul. Bullough JR, R. V., & Knowles, J. G. (1991). Teaching and nurturing: Changing conceptions of self as teacher in a case study of becoming a teacher. International Journal of Qualitative Studies in Education, 4(2), 121-140. Darr, A. D. (1985). Factors affecting the implementation of a new curriculum by classroom teachers. Paper presented at annual meeting of western Educational Research. Chicago; IL. 267-514. Dewey, J. (1916). Democracy and education. London: Feffer & Simon. Inc.. Freire, P. (1998). Teachers as cultural workers., (2000). :. Guba, E. (1985). The alternative paradigm dialog In E. G. Guva (Ed.), The paradigm dialog. Newbury Park, CA: sage. Hord, S. M., Rutherford. W. L., Huling-Austin, L., & Hall, G. E. (1987). Taking Charge of Change. Association for Supervision and Curriculum Development. Austin: Southwest Educational Development Laboratory. Johnston, S. (1992). Images: A way of understanding the practical knowledge of student teachers. Teaching & Teacher Education, 8, 123-136. Katz, L. (1980). Mothering and teaching: Some significant distinctions. Current Topics in Early Children Education, 3, 47-64. Nodding, N. (1986). Fidelity in teacher decucation, and research for teaching. Harvard Educational Review, 56(4), 496-510. O'Neill, S., & Stephenson, L. (2012). Does classroom management coursework influence pre-service teachers' perceived preparedness or confidence? Teaching and Teacher Education, 28, 1131-1143. Paters, R. S. (1973). Philosophy of education. Oxford University Press. Poulou, M. (2007). Personal teaching efficacy and its sources: student teachers' perceptions. Educational Psychology, 27(2), 191-218. Schon, D. A. (1983). The reflective practioner: How professional think in action. New York: Basic Books. Simons, J. A., & Simons, F. A. (1986). Montessori and regular preschools: A comparison. In katz, L. G. (Ed.), Current Topics in Early Childhood Education, 6, 195-223. Spradley, J. P. (1980). Participant observation., (1980). :. : 2018.10.31. / : 2018.11.12. / : 2018.12.20.
:. : 112.,. :,,,,..,,.,,., :, :, :, :, :. :.