Byung-Man Kim

Impact of Self-Determination Motivation on Social Support and Personality in Preservice Early Childhood Teachers

The purpose of this study was to examine the self-determination motivation, social support and personality of preservice early childhood teachers, the correlation of the three variables and the influence of self-determination motivation and social support on personality in an effort to determine which tactor would have a positive impact on their personality. And its also meant to suggest how to improve the influential variable(s). The findings of the study were as follows: First, as for the awareness of the preservice early Received (September 24, 2015), Review Result(October 16, 2015) Accepted(October 20, 2015), Published(December 31, 2015) 48520, Dept. Early Childhood Education, TongMyung Univ., 428 Sinseon-ro, Nam-gu, Busan, Republic of Korea. email: jjy@tu.ac.kr 51767, Dept. Early Childhood Education, Kyungnam Univ., 7 Kyungnamdaehak-ro, Masanhappo-gu, Changwon-si, Gyeongsangnam-do, Republic of Korea. email: bmkim@kyungnam.ac.kr (Corresponding Author) 44965, Dept. Early Childhood Education, 9, Daehak-gil, Ungchon-myeon, Ulju-gun, Ulsan, Republic of Korea. email: jj-child@ch.ac.kr * 본 논문은 2014년 정부(교육부)의 재원으로 한국연구재단의 지원을 받아 수행된 연구임(NRF-2014S1A5B6035600) Impact of Self-Determination Motivation on Social Support and Personality in Preservice Early Childhood Teacher Copyright c 2015 HSST 388 childhood teachers on self-determination motivation, they regarded affirmation/integrated regulation as their stronger self-determination motivation, and viewed intrinsic regulation as a weaker motivation. Concerning awareness of social support, they found themselves to be given emotional support the most, and instrumental support was considered to be the smallest. Regarding awareness of personality, they put higher value on their own social relationships, positive self-concept and job performance, and placed lower value on creativity and personality. Second, as to the correlation of self-determination motivation, social support and personality, there was a significant positive correlation among the variables. Third, in relation to the relative influence of self-determination motivation and social support on personality, the two factors seemed to have been the variables to determination motivation seemed to have been more influential, followed by social support.

The Impact of Teacher Education Program on Early Childhood mathematics Based on Nuri curriculum of Pedagogical Content Knowledge of Mathematics and Mathematics Teaching Efficacy

The purpose of this study was to investigate the changes of the early childhood mathematics teacher Received (February 28, 2017), Review Result (March 15, 2017) Accepted (March 22, 2017), Published (May 31, 2017) 44965, Dept. Early Childhood Education, Choonhae College of Health Sciences, 9 Daehak-gil, Ungchon-myeon, Ulju-gun, Ulsan, Republic of Korea. email: jj-child@ch.ac.kr (Corresponding Author)51767 Dept. Early Childhood Education, Kyungnam Univ., 7 Kyungnamdaehak-ro, Masanhappo-gu, Changwon-si, Gyeongsangnam-do, Republic of Korea. email: bmkim@kyungnam.ac.kr * 이 논문은 2014년도 정부(교육부)의 재원으로 한국연구재단의 지원을 받아 연구되었음(NRF-2014S1A5A8019289) The Impact of Teacher Education Program on Early Childhood mathematics Based on Nuri curriculum of Pedagogical Content Knowledge of Mathematics and Mathematics Teaching Efficacy Copyright c 2017 HSST 34 education program based on the Nuri curriculum after applying the current early childhood education teachers. Specifically, the purpose of this study is to investigate the effect of early childhood mathematics teacher education program on early childhood mathematics pedagogical content knowledge of mathematics and mathematics teaching efficacy, which was prepared in accordance with the Nuri curriculum. The subjects in this study were 50 (25 experimental group, 25 comparative group) teachers who were selected from among teachers in daycare centers located in an urban community. Seventh session of early childhood mathematics teacher education program based on Nuri curriculum was applied to experiment group. The findings of the study were as follows: First, the early childhood math teacher education program that was based on the Nuri curriculum was found to have great effects on the pedagogical content knowledge of the early childhood teachers about math. That had significant effects on total scores and scores in every subfactor including curriculum, math pedagogical content, math teaching-learning methods, learners and professional development. Second, the early childhood math teacher education program that was based on the Nuri curriculum was found to have great effects on the math teaching efficacy of the early childhood teachers. That had significant effects on total scores and scores in every subfactor involving beliefs as a teacher and influence. In this study, the effectiveness of teacher education program for early childhood mathematics education based on the Nuri curriculum was confirmed, and suggestions for meaningful direction and implications for teacher education for early childhood mathematics education were suggested.

Recognition of Pre-kindergarten Teachers for Creativity: Focused on Conceptual Analysis

The purpose of this study was to examine the conceptual diagrams of preservice early childhood teachers about creativity in an effort to explore their knowledge of the concept of creativity and its structure. The subjects in this study were 63 selected preservice early childhood teachers in the department of early childhood education in a college located in the city of Busan. The conceptual diagrams drawn by the preservice early childhood teachers were analyzed to find out the number of superordinate concepts, the number of content elements, traits, hierarchy and density. The findings of the study were as follows: First, Received(November 05, 2015), Review request(November 06, 2015), Review Result(1st: November 15, 2015, 2nd: December 17, 2015) Accepted(December 27, 2015), Published(January 31, 2016) 51767, Dept. Early Childhood Education, Kyungnam Univ., 7 Kyungnamdaehak-ro, Masanhappo-gu, Changwon-si, Gyeongsangnam-do, Republic of Korea. email: bmkim@kyungnam.ac.kr 48520, Dept. Early Childhood Education, Tongmyoung Univ., 428 Sinseon-ro, Nam-gu, Busan, Republic of Korea. email: jjy@tu.ac.kr (Corresponding Author) 47011, Dept. Child Care & Education, Busan Digital Univ., 57 Jurye-ro, Sasang-gu, Busan, Republic of Korea. email: sjeom@bdu.ac.kr * 본 논문은 2014년 정부(교육부)의 재원으로 한국연구재단의 지원을 받아 수행된 연구임(NRF-2014S1A5B6035600) Recognition of Pre-kindergarten Teachers for Creativity: Focused on conceptual analysis Copyright c 2016 HSST 214 as for the knowledge of the preservice early childhood teachers on creativity education, the number of superordinate concepts that they used was 278, which were classified into 30 categories. Second, the number of subordinate concepts, hierarchy and trait score were analyzed, and the hierarchy of the most frequent superordinate concepts, the number of subordinate concepts included in the superordinate ones and their trait score were analyzed. Third, the density of the conceptual diagrams ranged from 1.00 to 5.74 which was not that high, and their knowledge of creativity was neither hierarchical nor well organized. That was parallel and not well integrated overall.