Exploring the Emotions of Pre-service Early Childhood Teachers Who Participated in Picture Book Volunteer Work

This study examines the emotions experienced by pre-service early childhood teachers during picture book volunteer work. The research was conducted at two national public daycare centers in Nam-gu, G Metropolitan City, South Korea. Data were collected through journal entries written by the pre-service teachers. The findings were categorized into four themes: "The Intersection of Fear and Excitement in the Classroom," "Great Joy and Happiness from Interacting with Infants," "Confidence and Pride in Their Activities," and "Confirmation of Expectations and Identity as a Teacher." Participants reported experiencing a mix of negative and positive emotions as they built relationships and interacted with children through the volunteer program. These emotional experiences contributed significantly to their professional growth, influencing their career paths and reinforcing their identities as teachers. The findings highlight the importance of collaboration between educational institutions and teacher training programs to support pre-service teachers in fostering high-quality educational relationships. This partnership can play a pivotal role in preparing future educators for the challenges and rewards of teaching.