Journal of Educational Innovation Research 2017, Vol. 27, No. 3, pp.43-65 DOI: http://dx.doi.org/10.21024/pnuedi.27.3.201709.43,, : A Study on the Image of educare Infants and Early Childhood, Teachers, Principals of Pre-service Teachers for Human Resources Development: Focus on before and after educare practice Purpose: This study investigates pre-service teachers images as infant and early childhood, teachers, principals and their changing patterns before and after educare practice. Method: The subjects of this study were 34 of the pre-service teachers enrolled in edu-care department at B university in P city. To collect the data, pre-service teachers were interviewed and interviewed before and after the edu-care practice. For this purpose, we asked them to describe their images as pre-service teachers, infant and early childhood, principals before and after care practice. These images were categorized by content analysis method by qualitative research method. Results: According to the analysis, First, before the educare practice, pre-service teachers showed a white drawing paper, cute, pure of infant and early childhood positive image of love and care. After the educare practice, pre-service teachers showed a positive image with some negation included hateful, not childish, angel, need to trim, etc. Second, Before the educare practice, pre-service teachers showed a positive image of love and care for the image of teachers. After the educare practice, pre-service teachers showed a positive image with some negation included difficult, hard, educator, caregiver, etc. Third, before and after educare practice, pre-service teachers identity as principals have not changed, but they were nonetheless able to re-cognition their identity as principals through the educare practice. After child care practice, infant and early childhood, teachers, images changed love, caring and so on. Conclusion: Based on these results, we suggest that educare teachers, principals professionalism needs to be reconceptualized for human resource development in teachers education and educare center. Moreover, it is necessary for pre-service teachers to give opportunities to reflect their images and from new images through teacher education curriculum. Key words : pre-service teachers, educare practice, image * 2017. Corresponding Author: Kim, Du-Gyu, Pusan National University, Dept. of CTL, Busandaehak-ro 63beon-gil, Geumjeong-gu, Busan, Korea, e-mail: kdugy@hanmail.net
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