메타버스 기반 온라인 수업에 참여한 예비 유아교사의 경험과 의미 = Experiences and Meanings of Pre-service Early Childhood Teachers Participating in Metaverse-based Online Classes

다국어 초록 (Multilingual Abstract)

This study explored the learning experiences and perceived meanings of pre-service early childhood teachers participating in online classes utilizing a metaverse platform. Designed as a single case study, the research was conducted during the second semester of the 2024 academic year through the Digital Education course, which was implemented using Metaversity, a platform developed by the Korea Junior College Metaverse Consortium. The experiences of the participating pre-service teachers were analyzed qualitatively. The findings are as follows. First, participants experienced immersion through a sense of presence and interaction. Avatar-based self-expression and engagement in virtual spaces reduced psychological pressure, enhanced social presence, and encouraged active participation. Second, participants experienced expanded learning through the metaverse. Diverse curriculum-integrated activities enabled them to apply emerging technologies to their major field of study, contributing not only to the development of teaching competencies but also to the enhancement of individual capabilities. Third, participants encountered limitations due to both technical and personal factors. Complex access procedures, varying device and network environments, and gaps in digital literacy led to disparities in learning experiences. However, systematic instructional design and tailored learner support by the instructor served as key factors in alleviating these challenges. This study demonstrates the educational potential of metaverse-based instruction to foster immersion, interaction, and the development of future teaching competencies among pre-service early childhood teachers. It also underscores the need for institutional support to strengthen digital teaching and learning capacities in teacher education.