The Effect of Language Instruction Subjects Using SPBL on Self-efficacy for Group Work and Learner Class Participation of Pre-service Early Childhood teachers

This study aims to verify the effectiveness of applying structured project-based learning (SPBL) developed for learners’ self-directed learning in a language Instruction subjects. The class applying SPBL was 8 weeks out of 15 weeks of regular classes, and included 3 structured project implementations and demonstrations of developed class activities for young children. The subjects of the study were 39 students who registered for the language instruction subjects course, and the class was operated as an identical course with 2 classes. In order to verify the effectiveness of the class application, the self-efficacy for group work scale and the learner class participation scale were analyzed. The results of the study showed that the language instrucation subjects applying SPBL teaching and learning had a positive effect on the collaborative self-efficacy and learner class participation of prospective childcare teachers. These research results have the significance of verifying the applicability of structured project-based learning in the lesson design of traditional subjects and confirming the effectiveness and necessity of applying structured project-based learning in pre-service early childhood teachers.