은유분석으로 알아본 예비유아교사들의 유아동작교육에 대한 인식 변화 = Changes in the perception of early childhood movement education among preservice teachers of young children: A metaphor analysis

다국어 초록 (Multilingual Abstract)

This study aimed to provide basic data for the effective operation of the “Early Childhood Movement Education” course by examining the perception of preservice teachers of young children regarding early childhood movement education. In the 1st and 14th week of the semester, metaphorical expression data on early childhood movement education were collected from 16 preservice teachers of young children who were taking the “Early Childhood Movement Education” course at a university in the Gyeonggi area. The results indicate that, first, before attending lectures, preservice teachers did not recognize the importance of “moving the body for early childhood movement education,” “providing fun and pleasure,” “learning by following the teacher’s motion,” and “continuous practice.” Second, after the lectures, they came to recognize the significance of early childhood movement education for “children’s development,” “helping teachers to express themselves through motion,” “daily life activities,” and “teachers’ growth.” In other words, after taking the “Early Childhood Movement Education” course, the preservice teachers became conscious of the necessity of early childhood movement education and the importance of the teacher’s role in movement education, which was recognized as a meaningful experience. It is necessary to explore various experience-oriented teaching and learning methods so that preservice teachers of young children can directly experience movement teaching activities, experience their value, and have a positive perception when operating the “Early Childhood Movement Education” course. Currently, metaphor analysis can be beneficial as a teaching strategy to reflect on the beliefs of preservice teachers of young children on early childhood movement education.