The purpose of this study is to examine the cognitive processes of pre-service teachers and to suggest ways to shape faith and professionalism as kindergarten teachers by sharing early childhood teaching experiences. To this end, 26 pre-service teachers who have early childhood teaching experience in Gyeonggido, Korea, were selected and interviews were conducted with them. A group interview was executed on 6 small-scale groups, each comprising 3 to 5 pre-service teachers. The data were classified qualitatively by content analysis. In this study, preservice teachers showed practice experience that is the flow of story as a satisfaction and dissatisfaction of practicum. Watching the development of satisfaction or dissatisfaction for the prac- tice, it represented that whether it’s good or not with the relation between cooperating teacher. Pre-service teachers also represented their resolution and strong will to become a desirable teacher.
Preservice Teachers’ Narratives on the Experience of Early Childhood Method What is the Perception of Early Childhood Pre-service Teachers on the Experience of Their Practicum? Conclusion and Discussion Reference
