예비유아교사의 현장참관 경험 분석 = An Analysis of Pre-service Early Childhood Teachers’ Field Observation Experiences

다국어 초록 (Multilingual Abstract)

This study aimed to analyze the field observation experiences of pre-service early childhood teachers. The participants were 39 first-year students majoring in early childhood education at a four-year university in Korea, all of whom had completed both Field Observation I and Field Observation II. Data were collected through multiple qualitative sources—including drawings, written descriptions, metaphor questionnaires, and experience-based questionnaires—and analyzed using content analysis. The analysis revealed two overarching categories. The first, Meanings of Field Observation Experiences, included five subcategories: (a) career exploration and understanding of the teacher’s role, (b) understanding young children and building relationships through interaction, (c) establishing a foundation for growth through the initial connection between theory and practice, (d) diverse emotional experiences, and (e) recognition of the diversity of early childhood education settings. The second category, Challenges During the Field Observation Process, included three subcategories: (a) difficulties in interacting and engaging with young children, (b) constraints related to observation methods and time management, and (c) a lack of preparation for effective field participation. These findings suggest that early field observation constitutes a multidimensional learning experience that fosters professional identity formation, emotional development, and practical understanding. The study highlights the importance of systematically incorporating field observation into the early stages of teacher preparation. It also emphasizes the need to strengthen the connection between pre- and post-observation guidance and to improve flexible course structures that encourage active student participation.