A Research on Meaning of Conflict Experience in Cooperative Learning Activity of Pre-service Early Childhood Teachers

예비유아교사의 협동학습에서의 갈등경험 의미 탐색

Ma, Ji-sun;An, Ra-ri

  • Received : 2016.05.13
  • Accepted : 2016.06.02
  • Published : 2016.06.30


The purpose of this study was to investigate the meaning of conflict experience in cooperative learning activities of pre-service early childhood teachers. The subjects were 85 pre-service early childhood teachers in W university. The data were collected through unstructured interviews and journal writings of the participants. The study results were as follow. First, pre-service early childhood teacher's conflict experiences in cooperative activity are team meeting, fair participation and evaluation, and conflict of the personal relations. Second, pre-service early childhood teacher's conflict resolution experiences in cooperative activity are autonomy of the team meeting time, reflective thinking, sentimental support, recognition of others, and solving problems by the time spending together. Third, the meanings of conflict experience in cooperative activity are formation of felt responsibility, self-growth through consideration of others, reciprocity, and recognition of the meaning of cooperation.


Cooperative Learning Activity;Conflict Experience


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Supported by : 원광보건대학교