Exploring the Perceptions and Needs of Pre-Service Early Childhood Teachers regarding the Teaching Profession Courses: A Focus Group Interview Study

Objectives The purposes of this study were to explore the perceptions and needs of pre-service early childhood teachers regarding their experiences with teaching profession courses(teaching theory and professional disposition courses) through focus group interview, and to provide implications for the improvement of these courses. Methods The study was conducted with 12 pre-service early childhood teachers, organized into three groups of four members each. The participants, who varied in their experiences and perspectives on teacher profession courses, were grouped by academic background: a four-year early childhood education program, a three-year early childhood education program, and a four-year child-related studies program. The interviews were conducted remotely in real-time via video conferencing between April and May 2024. The researcher facilitated the sessions, encouraging participants to freely share their experiences and insights. To ensure accurate representation of the participants' viewpoints, all interviews were recorded, transcribed, and qualitatively analyzed. For the data analysis, the constant comparison method was employed to identify recurring themes and patterns by continuously comparing topics emerging from the focus groups. This process was repeated until data saturation was reached, resulting in the identification of key patterns and themes across groups. Results The study found that pre-service early childhood teachers were able to connect the knowledge gained from teaching profession courses to the educational environment and develop their identities as reflective practitioners. The courses were helpful in enhancing their understanding of education, establishing educational philosophies, understanding young children, and grasping trends within the educational community and society, all of which contributed to increased self-efficacy as pre-service teachers. However, issues were also raised regarding a sense of alienation due to the secondary education-focused operation of teaching profession courses and a lack of connection to practical fieldwork. Additionally, there was a recognized need for courses tailored to the unique aspects of early childhood education and for instructors to have a better understanding of early childhood education settings. Suggestions for new pedagogical theory courses included topics such as “Teacher Welfare and Rights,” “Emotional Support for Young Children,” “Understanding Future Societies and Cultural Diversity,” “Communication and Collaboration with Parents,” and “Understanding Curricula.” Conclusions Based on these findings, the study discusses directions and implications for improving teaching profession courses, focusing on “developing a tailored curriculum suited to the characteristics of early childhood education,” “strengthening educational practice and field experience,” and “improving the expertise of teacher education faculty.”