Pre-Service Early Childhood Education Teachers' Role Expectation of Their Supervisor and Awareness of Role Performance
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This study was designed to analyze the differences in pre-service teachers' awareness of role expectations of their supervisors and role performance. Data were collected from seniors in the Department of Early Childhood Education at D University in Gyeonggi Province, and an SPSS/WIN statistical program 15.0 was used to test the collected data to estimate reliability, frequency, percentage, mean, and standard deviation, and to carry out t-tests, one-way ANOVA, and simple correlation analysis. As a result, first, the score for role expectation before the students began their supervised teaching was higher than for those who had already taught. Second, there were statistically significant differences in the researcher, teaching activity supervision, student teacher evaluation, role of practical supervision, and the entire role performance in terms of role expectation before supervised teaching; role performance differed statistically significantly in terms of growth opportunity provision; and role expectation differed statistically significantly in terms of the role of practical supervision based on the type of kindergarten where teaching took place. Third, as for the differences in role expectation before supervised teaching and role performance after teaching in kindergartens where pre-service early childhood education teachers practiced teaching, role expectation before teaching differed statistically significantly in terms of the role of practical supervision. Fourth, the higher role expectation student teachers had before supervised teaching, the lower awareness of role performance they had after teaching. Therefore, this study would be significant by suggesting the reason why supervisors should systematically plan supervision in consideration of role expectation before pre-service teachers start to practice teaching; and why pre-service teachers make thorough preparation for supervised teaching and have a chance to make reflective thinking sufficiently before they have excessive expectations of teaching.
Abstract
This study was designed to analyze the differences in pre-service teachers' awareness of role expectations of their supervisors and role performance. Data were collected from seniors in the Department of Early Childhood Education at D University in Gyeonggi Province, and an SPSS/WIN statistical program 15.0 was used to test the collected data to estimate reliability, frequency, percentage, mean, and standard deviation, and to carry out t-tests, one-way ANOVA, and simple correlation analysis. As a result, first, the score for role expectation before the students began their supervised teaching was higher than for those who had already taught. Second, there were statistically significant differences in the researcher, teaching activity supervision, student teacher evaluation, role of practical supervision, and the entire role performance in terms of role expectation before supervised teaching; role performance differed statistically significantly in terms of growth opportunity provision; and role expectation differed statistically significantly in terms of the role of practical supervision based on the type of kindergarten where teaching took place. Third, as for the differences in role expectation before supervised teaching and role performance after teaching in kindergartens where pre-service early childhood education teachers practiced teaching, role expectation before teaching differed statistically significantly in terms of the role of practical supervision. Fourth, the higher role expectation student teachers had before supervised teaching, the lower awareness of role performance they had after teaching. Therefore, this study would be significant by suggesting the reason why supervisors should systematically plan supervision in consideration of role expectation before pre-service teachers start to practice teaching; and why pre-service teachers make thorough preparation for supervised teaching and have a chance to make reflective thinking sufficiently before they have excessive expectations of teaching.
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