• Korean Journal of Childcare and Education
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• v.16 no.2
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• pp.141-160
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• 2020

Objective: The purpose of this study was to investigate structural relationships among variables related to pre-service childcare teachers' teaching efficacy. Methods: The participants in this study were 408 students in the department of child studies. The students completed questionnaires assessing pre-service childcare teachers' teaching efficacy, social support, self-esteem, and satisfaction level for childcare practicum. Statistical methods for the data analysis were the SPSS 19.0 and AMOS 20.0. And the Maximum likelihood estimation method was used to model fit. Goodness of fit was evaluated using the SRMR, RMSEA and its 90% confidence interval, CFI, and TLI. Results: First, pre-service childcare teachers' social support, self-esteem and satisfaction level for childcare practicum were found to affect their teaching efficacy directly. Also pre-service childcare teachers' social support was found to affect their self-esteem and satisfaction level for childcare practicum directly. Conclusion/Implications: This study is theoretically meaningful in that it shows that high social support, self-esteem, and satisfaction level for childcare practicum can be the main factors that can increase the effectiveness of pre-service childcare teachers' teaching efficacy.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.750-761
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• 2016

This study attempted to analyze the practicum experiences of pre-service childcare teachers (level 3) and their meaning and set a direction for efficient childcare practicum for the level 3 childcare teachers. For this, 16 trainees from 'P' Pre-service Childcare Teacher Training Center and 'S' Pre-service Childcare Teacher Training Center in Gyeonggi-do were investigated, and there was an interview with them for qualitative analysis. The study results found the followings: This study is showed that child care and teaching practice is the difficulty of training institutions selected, lack of preparation exercise, disagreement between training courses and related field, the stress of exercise, difficulties in infants teaching and experience the reality in the field. In terms of the meaning of childcare practicum, it helped the pre-service childcare teachers set their career path and establish values. In addition, it was helpful in building practical knowledge. In addition, there was a discussion on how to operate the childcare practicum in a well-organized and systematic manner, focusing on the derived topics.

• Korean Journal of Childcare and Education
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• v.19 no.3
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• pp.19-39
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• 2023

Objective: The purpose of this study was to analyze the experiences of foreign students in childcare practicum, with a specific focus on identifying the difficulties they encountered and the values they derived from their practicum experiences. The aim was to gain insights that can contribute to improving practicum support for these students. Methods: A total of 6 foreign students were selected as participants for this study using snowball sampling. The data collection period spanned from May 2021 to March 2023, during which semi-structured interviews were conducted and qualitatively analyzed. Results: Foreign students faced challenges in securing practicum placements prior to the start of their program. Communication difficulties necessitated the use of interpreters to interact with children. Additionally, documenting information in a language other than their mother tongue posed a challenge. Consequently, there was a need for tailored training support to address the specific needs of foreign students in childcare practicum. Despite these challenges, the students reported rewarding and valuable experiences during their practicum. These experiences included discovering the teaching identity in Korea, learning about desirable practices in the field, recognizing and addressing personal shortcomings, and developing a sense of vocation for the advancement of infant education in their home countries. Conclusion/Implications: If we actively listen to and provide appropriate support for the specific needs of foreign students in their childcare practicum, they have the potential to become excellent childcare teachers who can foster a harmonious and inclusive environment within our multicultural society.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.25-49
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• 2013

This study intends to identify the perceptions of childcare teachers in training programs for cooperating teachers in childcare practicum. The 368 childcare teachers who participated in the study lived in D City. The researchers modified the questionnaire from the study of Woon-Ju Cho (2001). In order to analyze the collected data, frequency and cross tab analyses were performed. The research results are as follows: Firstly, according to the examination of the purpose of the training programs for cooperating teachers in childcare practicum, they perceived the acquisition of the abilities to instruct effective teaching methods as the purpose of the training programs for cooperating teachers in childcare practicum. Secondly, there were no statistically significant differences as the researchers investigated the perceptions of childcare practicum, according to the level of participants' education and experiences. But, there was a statistically significant difference of feedback on the journal of the participants' experience level. Thirdly, according to an analysis on the formats of the training programs for cooperating teachers in childcare practicum according to education levels and experience levels, the participants' preferred short-term education during the semester (after returning to the workplace on weekdays). In specific, they preferred less than three hours of education for a three-day or shorter period. As for the characteristics of long-term training programs, three days or less weekly and one to two hours daily were preferred.

• Korean Journal of Childcare and Education
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• v.12 no.6
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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.

• Child Health Nursing Research
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• v.12 no.1
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• pp.5-14
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• 2006

Purpose: The purpose of study was to describe and evaluate the educational status regarding clinical practicum for child health nursing to facilitate student's clinical compliance for the bachelor's degree in Korea. Methods: The study was a descriptive study and included data from 40 institutions among the 53 university nursing programs in Korea(75.5% response rate). Data were collected using mailed semi structured questionnaires and content analysis was done. Results: Findings show that most institutions have common learning objectives for the clinical practicum; neonatal care, high risk infant care, hospitalized child care, and advanced nursing practice. The mode for theoretical credits in child health nursing was 5 to 6 and 3 to 4 credits for clinical practice. The practice settings were prepared to provide diverse experiences, including childcare centers, and community centers with various learning activities. Evaluation for learning outcomes included faculty and instructors. It was pointed out that updating evaluation based on student and faculty feedback is important for a comprehensive practicum evaluation. Conclusions: Findings suggest that there is a -need for a generalized curriculum for clinical practicum and for the expanding role of advanced nursing practice-, a need for diverse clinical settings for practice, and effective guidance and learning activities. It is significantly noted that the attitude and teaching methodologies of clinical instructor's are highly important to effective clinical learning outcomes.

• Journal of Digital Convergence
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• v.15 no.12
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• pp.79-93
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• 2017

The purpose of this study was to investigate the perception and need for the revised child care practicum (January, 2017) in Korea. The participants were in three groups: 32 directors, 143 child care teachers and 130 pre-service teachers. Questionnaire were used ot collect the data and t-test, x-test and ANOVA were done for analysis. All three groups responded positively for the revised edition (extending the period of practicum from 4 weeks to 6 weeks). And perceived the extending the period is necessary for the quality of child care centers. Directors with the higher level of education perceived the revision clearly than others. Most of teachers perceived the change through teacher retraining program. All groups pointed out for the implementing the revised edition successfully, supporting and cooperative system is in need for three groups.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.19-34
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• 2018

Objective: The purpose of this study is to investigate the six-week educare practicum revised in 2017 and perception of the effects of the change on public child care training centers. Methods: Surveys were conducted on the directors and teachers from national public child care centers within Seoul. And in-depth interviews were conducted on six participants. Results: Firstly, public child care training centers had generally received trainees through industry-academy partnership schools, and had planned to receive the same number of trainees as in the previous system. They had trained according to their planned program, and self-evaluation had also been conducted on a regular basis. Additionally, they perceived that the quality control of the centers was carried out by the trainees. Secondly, they perceived that the new system would improve the professionalism of the teachers and have a positive effect on their personality issues and the reliability of the evaluation accreditation institute. Hence, it was believed that it would help to develop the professional knowledge and qualifications of first-time teachers. Conclusion/Implications: The results showed that the public child care training centers recognized that the six-week educare practicum would enhance the professionalism and quality of teachers, and the child care operation management.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.25-44
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• 2015

The aim of this research is to provide more proper teaching practicum chances through getting practical implications by pre-service early childhood teachers' perception of teaching practicum through investigating pre-service early childhood teacher's perception of teaching practicum using metaphors. Participants were 121 pre-service early childhood teachers'. They were early childhood education freshmen and sophomores who did not experience teaching practicum. The opened survey expressing metaphors about teaching practicum was conducted. The results showed that participants suggested 114 metaphors and those were coded and divided. The results were categorized into 11 types including 'It is hard but also fruitful.', 'It is a new experience.', 'It is hard and difficult.', 'It is meaningful and important.', 'I am afraid and worried.', 'I learn a lot.', 'I have to go though it.', 'I have to make an effort.', 'It is pleasant.', 'I am evaluated.' and 'others'. We expect that this research will give a chance to review what the teaching practicum means to pre-service early childhood teachers and make plans for pre-service early childhood teachers to prepare the teaching practicum with proper perception.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.177-199
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• 2010

The purpose of this study was to provide a better understanding of prospective teachers' experiences during their toddler educaring practicum and what the meanings of their experiences are. A narrative study on practicum experiences was conducted with four junior students who major in early childhood education in A university in Seoul. The experiences of prospective teachers in daycare centers for toddler were diverse. Such diverse experiences allowed teachers to find the meaning of the relationship between teacher and toddler and to learn what being a teacher was like. And they showed positive changes in their attitude toward practicum and becoming toddler care and education teachers following improved understanding about the lives and development of toddlers and care-giving and teaching skills. The meaning of toddler educaring practicum was explained as building justification for existence and essential identity through continuous self-reflection, and experiencing happiness of caring and teaching toddlers. During the practice, they also learned that teachers in charge of toddlers should understand their lives, provide child friendly and stable environments, and be receptive and sensitively respond to them according to their needs and developmental levels. Student teachers realized that their role was to give loving care and to have sincere concern about the lives of toddlers.