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Exploring Prospective Pre-service Childcare Teachers' Motivations for Choosing a Major and Role Expectations for Child Care Teachers

  • Journal of Studies on Schools and Teaching
  • Abbr : JSST
  • 2024, 9(1), pp.67-86
  • DOI : 10.23041/jsst.2024.9.1.003
  • Publisher : Education Research Institute at CNUE
  • Research Area : Social Science > Education
  • Received : December 29, 2023
  • Accepted : February 28, 2024
  • Published : February 28, 2024

Choo, Su Jin 1

1수원여자대학교

Accredited

ABSTRACT

This study explored prospective childcare teachers' motivations for choosing a major and their role expectations for childcare teachers, and targeted 12 first-year childcare teachers. A total of 20 meaningful phrases were analyzed as reasons for choosing the child care department. 30% said they liked children, 15% had volunteer experience at an infant/toddler-related institution, and 10% said they cared for younger siblings with an age difference (including caring for a friend's younger sibling). Regarding role expectations for childcare teachers, a total of 10 meaningful words and phrases were analyzed, with the most common being protection at 33.3%, education at 16.7%, interaction at 12.5%, balanced development, and play at 8.3% each. Other results such as being a quick teacher, listening, acknowledging individual differences, guardian, and good influence. Based on the analysis of words and phrases, meaningful statements were expressed as meaningful units or large units of information considered topics, and the motivation for choosing a major could be expressed as a total of five topics as follows. First, my love for children. Second, it was found that volunteer work at institutions related to infants and toddlers, taking care of a younger sibling with a much older age difference, and the experience of taking care of a friend's younger sibling were motivations that influenced the choice of major. Third, the outlook for childcare teachers as a profession. Fourth, it can be seen that the choice was made with a firm will, such as friendship with the disabled and confidence in being able to love children. Lastly, the most passive form of choice was making choices that had nothing to do with one's will, such as grades or parental recommendations. The results of the role expectations of prospective childcare teachers are as follows. First, the role of education and protection. Second, he is a teacher who is good at interacting. Third, it is a teacher who promotes development in various areas through play.

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