교사-아동관계증진 프로그램이 예비교사의 공감 및 교육신념에 미치는 영향

Teacher-Child Relationship Enhancement Program in Enhancing Student-teachers' Empathic Communication with the Children and Influencing Teachers' Professional Belief toward Their Career

This study utilized Filial Therapy(or Kinder Therapy) as a method of intervention with teachers and children relationship and training of student-teachers. This study was conducted by the prior & post controlled group, and the experimental group got divided into 2(two) due to the program hours to be proceeded. Each group was 8 persons for A, 5 persons for B of experimental groups of student- teachers' and each 13 persons for experimental and controlled group each by random sample. It may be summarized as follows; 1. In a Teacher-Child Relationship Enhancement Program, the student teachers in experimental group appeared to be significant difference as compared with the empathy ability of the teachers to the controlled group. Also, by the qualitative analysis of student-teachers' report, when the student-teachers' took part in the program, it appears that the student-teachers' ability to reflect the feelings of child has been improved and more understanding ability on children as well than before participation in program. 2. In a preceding studies via existing educational practice, it appeared that the behavioral professional beliefs showed only unequal difference from others, on the contrary, in a Teacher-Child Relationship Enhancement Program appeared that the mature and interactive professional beliefs has been increased while the behavioral professional beliefs has been reduced.