예비유아교사와 현직보육교사의 세계시민교육 인식에 대한 은유분석 = A Metaphor Analysis of Pre-service Early Childhood Teachers and In-service Childcare Teachers on Their Perceptions of Global Citizenship Education

다국어 초록 (Multilingual Abstract)

This study explored the perceptions of pre-service early childhood teachers and Childcare Teachers Who Are Adult Learners (in-service childcare teachers) regarding global citizenship education (GCE) through metaphorical expressions. The participants were 215 students enrolled in a three-year early childhood education program at a college in Region K, including 90 pre-service teachers and 125 in-service childcare teachers. Verbal metaphors generated by the participants were collected and categorized into 12 types based on the three domains of GCE—cognitive, socio-emotional, and behavioral—proposed by UNESCO (2019). The analysis revealed that both groups held positive perceptions of GCE, but their points of emphasis differed. Pre-service teachers focused on the acquisition of knowledge and values, whereas in-service childcare teachers emphasized practice and responsibility. In particular, the latter group demonstrated a strong awareness of the behavioral domain, frequently expressing themes such as ‘ocial participatio0’, ‘cooperation’, and ‘communication’. These findings suggest that pre-service teachers perceive GCE as ‘learning to be a global citizen’, while in-service childcare teachers perceive it as ‘acting as a global citizen’, herefore, teacher education programs should adopt an integrated approach that combines theoretical understanding with practical experience to promote the effective implementation of global citizenship education in early childhood settings. Keywords: Global Citizenship Education, Pre-service Early Childhood Teachers, In-service Childcare Teachers, Adult Learners, Metaphor Analysis