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예비유아교사들이 인식한 모의수업 활동의 어려움 = Difficulty of Simulated Instruction Activities Perceived by Pre-service Early Childhood Teachers

서명/저자: 예비유아교사들이 인식한 모의수업 활동의 어려움 = Difficulty of Simulated Instruction Activities Perceived by Pre-service Early Childhood Teachers / 엄은나

초록/해제: 요약 :The purpose of this study is to provide the basic data for the preparation of a method to improve the effectiveness of simulated instruction operation by analyzing the concrete contents of difficulty and the degree of difficulty perception that pre‐service early childhood teachers experience in the entire process of simulated instruction activities. For this, a questionnaire survey was conducted for 419 pre‐service early childhood teachers. To summarize the results of this study, first, pre‐service early childhood teachers perceived the difficulty due to 'lack of class preparation time' in the process of simulated instruction activities, followed by ‘difficulty due to the operation method of the simulated instruction’, ‘difficulty due to lack of knowledge and experience’, and difficulty for ‘class progress’ and ‘emotion management’ in that order. In the results of examining the difference of difficulty according to the individual variables of pre‐service early childhood teachers, the degree of perceived difficulty differed according to the ‘grade’, the ‘experience of the practice’, the experience of the simulated instruction, the presentation timing of the simulated instruction, and the degree of success of the simulated instruction. These results can be utilized as basic information for effective operation of simulated instruction activities that are performed in diverse subject classes of teacher training course.