예비유아교사 모의수업에서의 학업적 효능감과 교사 효능감의 관계

Relationship between Academic Efficacy and Teacher Efficacy of Pre-service Early Childhood Teachers on Simulated Instruction: Through Teaching Presence

Objective: The purpose of this study is to examine the relationship between Academic Efficacy, Teacher Efficacy, and Teaching Presence in the simulated instruction for pre-service teachers. The research questions are as follows. What is the relationship between Academic Efficacy, Teaching Presence, and Teacher Efficacy of pre-service teachers on Simulated Instruction? Does the Teaching Presence of pre-service early childhood teachers on Simulated Instruction mediate the relationship between Academic Efficacy and Teacher Efficacy? Methods: For the study, 228 pre-service early childhood teachers in Gyeonggi and Jeonbuk regions participated in a survey. The collected data was analyzed using SPSS 25. Results: The effect of Academic Efficacy and Teaching Presence of pre-service early childhood teachers on Simulated Instruction for Teacher Efficacy showed that the higher the Academic Efficacy and Teaching Presence, the higher the Teacher's Efficacy. The mediating effect analysis found that Teaching Presence partially mediated Academic Efficacy and Teacher Efficacy. Conclusions: To enhance the Teacher Efficacy on the simulated instruction for pre-service teachers, an educational strategy that improves Academic Efficacy and the Teaching Presence, is needed