The Effect of ARTIFICIAL INTELLIGENCE and Child Life Guidance Subject on Pre-Service Teachers

Purpose: The purpose of this study is to investigate the effects of AI and child life guidance subject on pre-service teachers. Method: AI and child life guidance subject was conducted for one year. The feeling of contents of AI and child life guidance subject was investigated, the opinions of the students and the experience of operating the curriculum for children s life guidance for decades. The instructional design was reconstructed. AI and child life guidance subject was applied for one semester to 40 third - year university students attending , 10 of them were selected as research participants. For data collection, in-depth interviews were conducted with the 10 students who experienced. Qualitative content analysis were collected the opinions of the students and the experience to closely examine their thoughts and attitudes Results: Pre-service teachers reported the importance of AI and child life guidance subjects. They understood the AI robot to be used in the field well, acknowledged the value of the robot as an assistant teacher, and said that the method of cooperating with the robot is a future-ready capability. It was said that the AI movie seemed to have provided the motivation for the learning contents of AI and children s life guidance. Children s life guidance learning using robots became interested in the children s life guidance subject. Conclusion: First, If the teacher s competency of using robots, which is an assistant tool for tutors, is developed, pre-service teachers will be able to grow further in the AI era through efforts such as fostering professionalism, teachers should be nurtured to provide guidance by using big data of AI to focus on expanding children s thinking and social relationships. supporting children s thinking expansion, and providing positive life guidance. Second, In accordance with the direction of AI education policy, teachers should be nurtured to provide guidance by using big data of AI to focus on expanding children s thinking and social relationships. Third, A teacher s ability to guide children s life with delicate sensitivity that cannot be aided by robots will be an effective way to guide children s life. The use of robots will enable customized guidance for each child. Fourth, Teachers should develop the capacity of life guidance for child-led interaction to promote the development of children s autonomy. Fifth, Teachers should have an opportunity to check the political and cultural context of teaching-learning through self-reflection because the value and belief system of teachers also affect the interaction with children.