Study on Pre-service Teachers' Perception of Assistant Teachers in Early Childhood Educational Institutions

Abstract

Objectives This study aims to provide basic information to discuss the necessity of content related to assistant teachers in the infant teacher training process by analyzing the perception of pre-service teachers about assistant teachers. Methods The metaphorical responses of 180 pre-service teachers enrolled in the child studies and early childhood education major course were collected and analyzed through online/offline surveys. In addition, 8 pre-service teachers were selected as participants in the study, and data were collected and analyzed by conducting group interviews. Results First, pre-service teachers recognized that the role of the assistant teacher was to support the homeroom teacher's work, emotional support for infants, educational support for infants, and safety management for infants. Second, pre-service teachers showed awareness of the need for an assistant teacher, the situation and treatment of the assistant teacher, personal feelings for the assistant teacher, and the personality of the assistant teacher. Third, pre-service teachers recognized that the contents related to the assistant teacher should be treated as a new subject or some contents within a specific subject within the teacher training process. Conclusions Pre-service teachers do not have enough opportunities to access knowledge and information related to assistant teachers in the teacher training process, and pre-service teachers want assistant teachers as their ca reers as well as to homeroom teachers, so the contents related to assistant teachers should be fully addressed in the university major course.