Challenges and Support Systems: A Comparison Between Korean and American Pre-Service Teachers’ Experiences in Early Childhood Education Classrooms
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This paper compares pre-service early childhood teachers in Korea to those in the United States due to the main differences in their supervising systems and duration of fieldwork. This study thus consisted of a survey wherein 67 Korean and American pre-service teachers in early childhood programs examined the challenges they had faced, as well as the support they received during fieldwork and focus group interviews, in order to suggest alternative methods. When compared to American preservice teachers, Korean pre-service teachers had far more difficulties interacting with young children and building a positive relationship with their mentor teachers. In terms of support and cooperation between the university, the mentor teacher, and the student teacher, there are huge differences between Korean and American programs. The findings of this study thus have various implications for practice, research, and policy.
Abstract
This paper compares pre-service early childhood teachers in Korea to those in the United States due to the main differences in their supervising systems and duration of fieldwork. This study thus consisted of a survey wherein 67 Korean and American pre-service teachers in early childhood programs examined the challenges they had faced, as well as the support they received during fieldwork and focus group interviews, in order to suggest alternative methods. When compared to American preservice teachers, Korean pre-service teachers had far more difficulties interacting with young children and building a positive relationship with their mentor teachers. In terms of support and cooperation between the university, the mentor teacher, and the student teacher, there are huge differences between Korean and American programs. The findings of this study thus have various implications for practice, research, and policy.
참고문헌 (24)
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