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Exploring Preservice Teachers'Field Teaching Experiences focusing on Science Activities in Early Childhood
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예비유아교사의 현장수업 경험에 관한 탐색 : 유아 과학 교수활동을 중심으로

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Type
Academic journal
Author
Journal
Korean Society for Sutdy of Child Education and Care Korean Journal of Child Education and Care Vol.16 No.2 KCI Candidated Journals
Published
2016.6
Pages
83 - 103 (21page)

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Exploring Preservice Teachers'Field Teaching Experiences focusing on Science Activities in Early Childhood
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The purpose of this study was to uncover preservice teachers’ learning and teaching difficulties through field experiences of science activities in early childhood classroom.The data was collected from early childhood preservice teachers and sophomore students at three-year D university in D city. The participants led small group science activities for young children, aged 3 to 5 years in full-day kindergarten classroom at M elementary school. The results of reflective journals and in-depth interviews revealed that preservice teachers should have an experience of being a teacher, understand children’s individualcharacteristics of learning, and improve their knowledge in science activities. However, they have difficulties in the differences between their lesson plan and actual delivering lesson as well as generating coherent questions because of insufficient field experiences.The classroom teachers who observed preservice teachers’ teaching indicated that their teaching reveal passive teaching methods, insufficient scientific questioning, and lack of flexibilities toward young children’s responses. Findings suggested that it is necessary to apply early childhood preservice teachers’ field teaching experiences to early childhood professional preparation curriculum
#예비유아교사 #science activities in early childhood #early childhood preservice teachers #field experience/practicum #유아과학활동 #현장수업

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