예비유아교사의 생성형 AI 기반 교수 경험이 AI 교수효능감에 미치는 영향 = The Effects of Pre-service Early Childhood Teachers’ Generative AI-Based Teaching Experiences on AI Teaching Efficacy

다국어 초록 (Multilingual Abstract)

This study explored the effects of generative AI-based instructional experiences on the AI teaching efficacy of pre-service early childhood teachers. A course integrating generative AI into instructional planning was designed and implemented for 102 second-year students enrolled in an early childhood education program from September to December 2024. This mixed-methods research employed a paired-samples t-test to analyze changes in the participants’ AI teaching efficacy before and after the course. Additionally, qualitative data were collected from 306 reflective journals written by the participants and analyzed using inductive category analysis. The quantitative findings revealed a statistically significant improvement in AI teaching efficacy, particularly in personal efficacy with AI, interaction with AI, outcome expectancy, and attitudes toward the social influence of AI. The qualitative results identified four major categories and eight subcategories. The participants’ initial skepticism toward AI shifted to positive expectations and collaborative attitudes. They also demonstrated a reduction in instructional anxiety, increased ownership of lesson planning, and deeper reflection on ethical responsibilities related to AI use in education. These findings suggest that integrating generative AI into a professional education course effectively enhances AI teaching efficacy and supports the development of future-oriented instructional competencies among pre-service early childhood teachers.