Early Childhood Preservice Teachers' Expectation of Reality Shock during the First Year of Professional Teaching in the United States

Title
Early Childhood Preservice Teachers' Expectation of Reality Shock during the First Year of Professional Teaching in the United States
Author(s)
정혜욱김현진[김현진]
Keywords
preservice teachers; reality shock; teaching expectation; early childhood education; elementary education
Issue Date
201206
Publisher
한국유아교육학회
Citation
International Journal of Early Childhood Education, v.18, no.1, pp.53 - 72
Abstract
This study examined whether preservice teachers’ expectations of reality shock during their first year of professional teaching differs by program type and their status in the program. A total of 292 preservice teachers enrolled in the early childhood education and elementary education program at a state university in the Midwestern United States were included in this study. To gauge preservice teachers’ expectation of reality shock, an instrument with five latent constructs was developed: self-confidence, professional training, workload, career choice, and role complexity. Model-fit indices from confirmatory factor analysis showed a good fit between the five-dimension theorization of our model and the observed data. The results showed that the early childhood preservice teachers’ expectations of reality shock experience were differentiated only by their status in the program. We discussed educational implications in lieu of preservice teachers’ sense of efficacy and reality-shock challenge in order to keep novice teachers from leaving the teaching profession.
URI
http://hdl.handle.net/YU.REPOSITORY/27899
ISSN
1226-9557
Appears in Collections:
사범대학 > 유아교육과 > Articles
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