초록

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Abstract ▼ AI-Helper

This study investigates preservice early childhood teachers" self-images as teachers, and their changing patterns after practice teaching. For this purpose, we asked them to describe their self images as early childhood teachers before and after student teaching. These images were categorized by ope...

This study investigates preservice early childhood teachers" self-images as teachers, and their changing patterns after practice teaching. For this purpose, we asked them to describe their self images as early childhood teachers before and after student teaching. These images were categorized by open coding and then analyzed. The results showed that preservice teacher"s self images were loving and caring, the awareness of partnership and functional roles and so on. Also, most participants with the images of love and caring and partnerships embodied their images after student teaching, whereas preservice teachers with images of functional roles changed their images into love and caring, partnership and so on. Based on these results, we suggest that early childhood teachers" professionalism concerning teachers" role needs to be reconceptualized. In other words, early childhood teachers" conventional roles as technicians who deliver knowledge to children should be changed into thinkers with a narrative mode of thought called love and caring. Moreover, it is necessary for preservice early childhood teachers to give opportunities to reflect on their teacher images and form new self images through reflective thinking in teacher education curriculum.

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